Sample records for academic performance students

Objectives. To determine a measurable definition of academic entitlement, measure academic entitlement in graduating doctor of pharmacy (PharmD) students, and compare the academicperformance between students identified as more or less academically entitled.

There are two dominant strains in the literature on academicperformance, the attribution studies and the self-efficacy studies. The present study attempted to incorporate these two strains while examining the academicperformance of engineering undergraduate students in India. Time management and perceived stress were included in the model to…

The impact of medical student psychological distress on academicperformance has not been systematically examined. This study provided an opportunity to closely examine the potential impacts of workplace and study related stress factors on student's psychological distress and their academicperformance during their first clinical year. This one-year prospective cohort study was performed at a tertiary hospital based medical school in Melbourne, Australia. Students completed a questionnaire at three time points during the year. The questionnaire included the validated Kessler psychological distress scale (K10) and the General Health Questionnaire-28 (GHQ-28), as well as items about sources of workplace stress. Academic outcome scores were aggregated and correlated with questionnaire results. One hundred and twenty six students participated; 126 (94.7%), 102 (76.7%), and 99 (74.4%) at time points one, two, and three, respectively. 33.1% reported psychological distress at time point one, increasing to 47.4% at time point three. There was no correlation between the K10 scores and academicperformance. There was weak negative correlation between the GHQ-28 at time point three and academicperformance. Keeping up to date with knowledge, need to do well and fear of negative feedback were the most common workplace stress factors. Poor correlation was noted between psychological distress and academicperformance.

This study investigated the influence of teacher's competence on students; academicperformance in senior secondary chemistry. A random sampling technique was used to select 6 secondary schools out of 10 secondary schools in Tai Local Government Area of Rivers State. 200 students, 20 teachers and 6 principals ...

To determine the relationship of stress and academicperformance in first year medical students and to identify sources of stress, levels of stress and relevant coping strategies. Mixed method sequential. Allama Iqbal Medical College, Lahore, from March to December 2010. Survey questionnaire and in-depth interviews were carried out in the first year students with their consent. Two hundred and fifty students were surveyed, out of whom 120 students responded. Twelve students with their consent were interviewed. Non-probability purposive sampling was employed for both types of data collection. SPSS version 20 was used. The qualitative data generated through structured in-depth interviews, were analyzed by content analysis. Low level of stress was found in 7.5% (score ‹150), moderate level of stress was present in 71.67% (score between 150 and 300), and high level of stress was observed in 20.83% (score ›300) of the students. There is moderate negative (-0.583) and significant (p academicperformance and sources of stress. Similarly there is moderate negative (-0.478) and significant (p academicperformance and levels of stress. There was strong positive (0.799) and significant (p stress level and number of stress sources. The study showed a diversity of stress sources and a high level of stress in the medical students. The results also show that higher level of stress is associated with poor academicperformance.

Research conclusions concerning predictors of academic success have been, at best, less than convincing. In fact, these conclusions are more conflicting or mixed when emotional constructs are used. As a result, modern curriculum developers as well as classroom instructors seem to deemphasize, if not ignore, the role of the affective domain in…

By taking on occasional temporary jobs, students may gain valuable experience that might enhance their future opportunities in the labour market. On the other hand, the preferential tax treatment of their earnings gives them more an incentive to work than to study and therefore to delay their graduation in order to keep the valuable "student status" for as long as possible. This article provides statistical tests of the hypothesis that student work increases drop-outs and thus delays the time...

Determinants of Perceived Students' AcademicPerformance in Vocational Education in Tertiary Institutions in Lagos State. ... Based on the findings of the study, it is recommended that the teachers should be more motivated by ensuring participation in continuous training programmes. There should be improvement in the ...

Finding accurate predictors of tertiary academicperformance, specifically for disadvantaged students, is essential because of budget constraints and the need of the labour market to address employment equity. Increased retention, throughput and decreased dropout rates are vital. When making admission decisions, the

Undergraduate physics students commonly collaborate with one another on homework assignments, especially in more challenging courses. However, there currently exists a dearth of empirical research directly comparing the structure of students' collaborative networks to their academicperformances in lower and upper division physics courses. We investigate such networks and associated performances through a mandated collaboration reporting system in two sophomore level and three junior level physics courses during the Fall 2012 and Spring 2013 semesters. We employ social network analysis to quantify the structure and time evolution of networks involving approximately 140 students. Analysis includes analytical and numerical assignments in addition to homework and exam scores. Preliminary results are discussed.

This study examines the role of satisfaction on students' academicperformance and investigates the relationship between satisfaction of students and academicperformance and explores other factors that contribute academicperformance. A correlation research was used. The study population was the third and the last year students of Benadir…

To assess the association of pharmacy students' personal characteristics with absenteeism and academicperformance. A survey instrument was distributed to first- (P1) and second-year (P2) pharmacy students to gather characteristics including employment status, travel time to school, and primary source of educational funding. In addition, absences from specific courses and reasons for not attending classes were assessed. Participants were divided into "high" and "low" performers based on grade point average. One hundred sixty survey instruments were completed and 135 (84.3%) were included in the study analysis. Low performers were significantly more likely than high performers to have missed more than 8 hours in therapeutics courses. Low performers were significantly more likely than high performers to miss class when the class was held before or after an examination and low performers were significantly more likely to believe that participating in class did not benefit them. There was a negative association between the number of hours students' missed and their performance in specific courses. These findings provide further insight into the reasons for students' absenteeism in a college or school of pharmacy setting.

This study investigated the longitudinal associations of health perceptions and behaviors with subsequent academicperformance among college students. Multiple health perceptions and behaviors were assessed for 203 college students both at the beginning and end of an academic year. Students' academicperformance was also measured at the end of the…

Utilization of data in an information system that can be used for decision making that utilizes existing data warehouse to help dig useful information to make decisions correctly and accurately. Experience API (xAPI) is one of the enabling technologies for collecting data, so xAPI can be used as a data warehouse that can be used for various needs. One software application whose data is collected in xAPI is LMS. LMS is a software used in an electronic learning process that can handle all aspects of learning, by using LMS can also be known how the learning process and the aspects that can affect learning achievement. One of the aspects that can affect the learning achievement is the background of each student, which is not necessarily the student with a good background is an outstanding student or vice versa. Therefore, an action is needed to anticipate this problem. Prediction of studentacademicperformance using Naive Bayes algorithm obtained accuracy of 67.7983% and error 32.2917%.

This paper investigates the relationship of academic stress with aggression, depression and academicperformance of college students. Using a random sampling technique, 60 students consist of boys and girls were selected as students having academic stress. The scale for assessing academic stress (Sinha, Sharma and Mahendra, 2001); the Buss-Perry…

Academic Data Mining was one of emerging field which comprise procedure of examined students details by different elements such as earlier semester marks, attendance, assignment, discussion, lab work were of used to improved bachelor academicperformance of students, and overcome difficulties of low ranks of bachelor students. It was extracted useful knowledge from bachelor academicstudents data collected from department of Computing. Subsequently preprocessing data, which was applied data m...

and academicperformance of secondary school students in Cross River State: A basis for counselling ... impact significantly on academicperformance of learners. ... teaching methods, interpersonal relationship among the school personnels, nature of curriculum and the school topography could affect the academic.

Importance of Course Module in AcademicPerformance of Students M.Ranga Reddy (PhD)* 49. * Expatriate staff member, Education faculty, ... University is centre for Academic Excellence and Training to all types of students to promote sustainable .... improve the quality of education. In the group interviews with students,.

High stress levels in nursing students may affect memory, concentration, and problem-solving ability, and may lead to decreased learning, coping, academicperformance, and retention. College students with higher levels of learned resourcefulness develop greater self-confidence, motivation, and academic persistence, and are less likely to become anxious, depressed, and frustrated, but no studies specifically involve nursing students. This explanatory correlational study used Gadzella's Student-life Stress Inventory (SSI) and Rosenbaum's Self Control Scale (SCS) to explore learned resourcefulness, stressors, and academicperformance in 53 baccalaureate nursing students. High levels of personal and academic stressors were evident, but not significant predictors of academicperformance (p = .90). Age was a significant predictor of academicperformance (p = < .01) and males and African-American/Black participants had higher learned resourcefulness scores than females and Caucasians. Studies in larger, more diverse samples are necessary to validate these findings.

The present work aims to describe academicperformance, school desertion and the emotional paradigm of the university students of the accounting school of the Benemérita Universidad Autónoma de Puebla (FCPBUAP). We have found that low academicperformance is related to students' economic deficiency, which affects their concentration on their…

This study assessed and investigated the academicperformance of secondary school students in two principal ... encouraged secondary education by adopting the social demand approach towards planning the sector ..... possible causes and effects of students' poor academicperformance in examinations with a view to ...

In this paper, the association between religiosity and academicperformance among accounting students enrolled at the International Islamic University Malaysia (IIUM) is explored, as recent research demonstrates a positive association between religiosity and academic success. Students' religiosity was measured using proxies from an Islamic…

Grade Point Average (GPA) is commonly used as an indicator of academicperformance. Academicperformance evaluations is a basic way to evaluate the progression of studentperformance, when evaluating student’s academicperformance, there are occasion where the student data is grouped especially when the amounts of data is large. Thus, the pattern of data relationship within and among groups can be revealed. Grouping data can be done by using clustering method, where one of the methods is the Fuzzy C-Means algorithm. Furthermore, this algorithm is then applied to a set of student data form the Faculty of Mathematics and Natural Sciences, Padjadjaran University.

The academicperformance of 104 fourth-year medical students was assessed in relation to their sleep habits reported in a questionary and their scores on the Minnesota Multiphasic Personality Inventory. Poorer academicperformance was related significantly to later times of waking up in the morning, particularly at weekends, and to subjectively poorer quality sleep, but not to the amount of sleep usually obtained. Poor academicperformance was related also to scores on scales 3 (hysteria), 4 (psychopathic deviate) and 8 (schizophrenia) of the MMPI. Simple enquiries about sleep habits may make it easier for students who are at greatest risk of academic failure to be identified and helped.

This study was designed to seek explanations for differences in academicperformance among junior secondary school pupils in a Ghanaian municipality. A random sample of 600 junior secondary school pupils in form 2 was used for the study. Multiple regression procedures were used to analyse the data. The results of ...

The current study was conducted to assess the self-esteem and academicperformance among university students after arising of several behavioral and educational problems. A total number of 80 students, 40 male students and 40 female students were selected through purposive sampling from G. C. University Faisalabad. The participants were…

This study investigated potential correlates of academic achievement, including self-concept, extracurricular activities, family environment, and gender. Findings indicated that while self-concept and academic achievement were associated for gifted 7th and 8th graders, the two variables were not associated for academically weak students. For this latter group, living with a stepparent was associated with poorer academicperformance.

This study examined the impact of e-learning strategies on students' academicperformance at Strathmore University. The purpose of the study was to investigate the methodology, ideologies, output and ecology of ICT strategies and their impact on students' performance. This was done through comparing students' mean ...

Medical students are exposed to a significant level of pressure due to academic demands. Their sleep pattern is characterized by insufficient sleep duration, delayed sleep onset, and occurrence of napping episodes during the day. To examine the prevalence of sleep disorder among medical students and investigate any relationship between sleep disorder and academicperformance. This is a cross-sectional self-administered questionnaire-based study. The participants were medical students of the first, second, and third academic years. The Epworth Sleepiness Scale (ESS) was also included to identify sleep disorder and grade point average was recorded for academicperformance. There were 491 responses with a response rate of 55%. The ESS score demonstrated that 36.6% of participants were considered to have abnormal sleep habits, with a statistically significant increase in female students (p = 0.000). Sleeping between 6-10 h per day was associated with normal ESS scores (p = 0.019) as well as the academic grades ≥ 3.75. Abnormal ESS scores were associated with lower academic achievement (p = 0.002). A high prevalence of sleep disorder was found in this group of students, specifically female students. Analysis of the relationship between sleep disorder and academicperformance indicates a significant relationship between abnormal ESS scores, total sleeping hours, and academicperformance.

The Problem: Problems that might be expected to affect perceived academicperformance were studied in a sample of 283 university students. Results: Breakup Distress Scale scores, less time since the breakup and no new relationship contributed to 16% of the variance on perceived academicperformance. Variables that were related to academic…

Full Text Available The objective of this study was to identify profiles of high school students, based on variables related to academicperformance, socioeconomic status, cultural capital and family organization. A total of 21,724 high school students, from the five municipalities of the state of Baja California, took part. A K-means cluster analysis was performed to identify the profiles. The analyses identified two clearly-defined clusters: Cluster 1 grouped together students with high academicperformance and who achieved higher scores for socioeconomic status, cultural capital and family involvement, whereas Cluster 2 brought together students with low academic achievement, and who also obtained lower scores for socioeconomic status and cultural capital, and had less family involvement. It is concluded that the family variables analyzed form student profiles that can be related to academic achievement.

Abstract Objective To explore associations between the nutritional quality of diet at age 16?years and academicperformance in students from Santiago, Chile. Methods We assessed the nutritional quality of diet, using a validated food frequency questionnaire, in 395 students aged 16.8???0.5?years. Depending on the amount of saturated fat, fibre, sugar and salt in the foods, diet was categorized as unhealthy, fair or healthy. Academicperformance was assessed using high school grade-point avera...

The study investigated the influence of types of exceptionality on the self perception of students with special needs. It examined the influence of sex of students with special needs on their self perception. It also compared the academicperformance of male and female students with special needs. One instrument named Self ...

This study examined the relationship between level of stress and students' academicperformance in Universities in Kwara State, Nigeria. The study adopted a descriptive survey research design. Proportional stratified random sampling was used to select 300 students for the study. A “Students' Stress Level Questionnaire ...

The objective of the present study was to evaluate academic stress, social support and their relationships with mental health and academicperformance in university students. Three hundred and twenty one students from a technological university in Caracas, Venezuela, responded instruments on academic stress, social support and mental health during the most academically stressful period. The results indicate that favorable conditions of mental health were associated to more social support and ...

This study aimed to examine the principal stress sources perceived by university students at academic context and to analyze the relationship between these stressors and academic burnout and performance. Participants were 532 undergraduate students from Universidad de León. The techniques used in this survey were Academic Stress Questionnaire and the Spanish version of the Maslach Burnout Inventory-Student Survey. Results showed that situations related to exams are perceived as stressor more ...

Sleeping and studying are the day-to-day activities of a teenager attending school. To determine the quality of sleep and its relationship to the academicperformance among students attending morning and afternoon shifts in a public high school. Students of the first and second year of high school answered an interview about socio-demographic background, academicperformance, student activities and subjective sleep quality; they were evaluated using the Pittsburgh Sleep Quality Index (PSQI). The interview was answered by 322 first year students aged 15 ± 5 years attending the morning shift and 364 second year students, aged 16 ± 0.5 years, attending the afternoon shift. The components: sleep latency, habitual sleep efficiency, sleep disturbance, drug use and daytime dysfunction were similar and classified as good in both school shifts. The components subjective sleep quality and duration of sleep had higher scores among students of the morning shift. The mean grades during the first semester of the students attending morning and afternoon shifts were 5.9 and 5.8, respectively (of a scale from 1 to 7). Among students of both shifts, the PSQI scale was associated inversely and significantly with academicperformance. A bad sleep quality influences academicperformance in these students.

Depression negatively affects cognitive functioning and, consequently, academicperformance. Studies of this association have yielded conflicting results and have not fully considered other factors that may play a role in academicperformance. This study examines the relation between depression and academicperformance in students at a large urban university in North Carolina. We analyzed data from student responses to the 2008 cross-sectional National College Health Assessment to create categories of depressive symptomatology. E-mail invitations to participate in the assessment were sent to 8,000 students at the university in an effort to obtain at least 900 responses, the minimum number considered valid for a campus of its size. We analyzed the responses of the 1,280 undergraduates who completed the survey. Logistic regression analyses were performed to examine associations between depressive symptoms and academicperformance in this group. Students in the second, third, and fourth quartiles of depressive symptomatology had increased, though statistically non-significant, odds of having a lower cumulative grade average, even after adjustment for age, sex, year in school, race/ethnicity, substance use, and level of credit-card debt. This difference was most pronounced among students in the second quartile of depressive symptomatology. This cross-sectional study did not allow for evaluation of causality. In addition, the self-report nature of this questionnaire could have led to some inaccuracy in reporting. Students reporting even a small number of depressive symptoms may be at increased risk for academic problems.

This study investigated the effect of sporting equipment on studentsacademicperformance in the concept of projectile in Nigerian senior secondary school Physics in Uyo Local Government Area of Akwa Ibom State, Nigeria. A total of 183 senior secondary two (SS2) Physics students were involved in the study. The design ...

ABSTRACT. This paper investigates the academicperformance of students from less endowed senior high schools in the Kwame Nkrumah University of Science and Technology (KNUST). Question- naires were administered to 152 (123 males and 29 females) fourth year students who enrolled for various programmes at ...

This paper investigates the academicperformance of students from less endowed senior high schools in the Kwame Nkrumah University of Science and Technology (KNUST). Questionnaires were administered to 152 (123 males and 29 females) fourth year students who enrolled for various programmes at KNUST in 2007 ...

A binary logit model is used to investigate the determinants of students' performance in the final high school examination. Questionnaires were administered to a sample of 1,129 final year students (614 boys and 515 girls) in ten senior high schools (SHSs) during the 2008/2009 academic year. Respondents were requested ...

This study was designed to analyze the relationship of students' learning motivation and their academicperformances in science. The study made use of 21 junior and senior Biological Science students to conclude on the formulated research problems. The respondents had a good to very good motivation in learning science. In general, the extent of…

Purpose: The purpose of this paper is to examine the factors affecting academicperformance of real estate students in a developing country like Nigeria. Design/methodology/approach: Data for the study were collected with the aid of questionnaire served on 152 final year real estate students of

This work used the ex post facto to design and deepen our understanding of the relationship between gender and studentsacademicperformances in social studies. The sample comprised 330 JSS III students (130 male and 200 female) drawn from 50 out of 73 schools in Calabar Educational Zone. Two instruments were ...

The non-medical use of stimulants for academicperformance enhancement is becoming a more common practice among college and university students. The objective of this study is to gain a better understanding of students' intention to use stimulant medication for the purpose of enhancing their academicperformance. Based on an extended model of Ajzen's theory of planned behavior, we examined the predictive value of attitude, subjective norm, perceived behavioral control, psychological distress, procrastination, substance use, and alcohol use on students' intention to use stimulants to improve their academicperformance. The sample consisted of 3,589 Flemish university and college students (mean age: 21.59, SD: 4.09), who participated anonymously in an online survey conducted in March and April 2013. Structural equation modeling was used to investigate the relationships among the study variables. Our results indicate that subjective norm is the strongest predictor of students' intention to use stimulant medication, followed by attitude and perceived behavioral control. To a lesser extent, procrastinating tendencies, psychological distress, and substance abuse contribute to students' intention. Conclusions/ Importance: Based on these findings, we provide several recommendations on how to curtail students' intention to use stimulant medication for the purpose of improving their academicperformance. In addition, we urge researchers to identify other psychological variables that might be related to students' intention.

The purpose of this study was to examine the relationship between undergraduate student happiness and academicperformance (GPA), controlling for age, gender, and race/ethnicity for third and fourth year business students at University of Phoenix, Little Rock Campus. The eight-item Oxford Happiness Questionnaire (OHQ) was used to measure the…

The study investigated the relationship between minority students' use of technology, social media, the number of online courses, program of study, satisfaction, and academicperformance. Participants in the study were a diverse student body regarding age, gender, and educational level, and functioned at both undergraduate and graduate levels.…

A three-sectioned 37-item questionnaire was designed using previously validated constructs. Student's t-test and ANOVA was carried out to evaluate the effect of the factors on academicperformance. Results showed that students who were less anxious had significantly higher cumulative grade point average M±SD (CGPA ...

To explore associations between the nutritional quality of diet at age 16 years and academicperformance in students from Santiago, Chile. We assessed the nutritional quality of diet, using a validated food frequency questionnaire, in 395 students aged 16.8 ± 0.5 years. Depending on the amount of saturated fat, fibre, sugar and salt in the foods, diet was categorized as unhealthy, fair or healthy. Academicperformance was assessed using high school grade-point average (GPA) and tests for college admission in language and mathematics. Academic results on or above the 75th percentile in our sample were considered good academicperformance. We tested associations between nutritional quality of diet and good academicperformance using logistic regression models. We considered sociodemographic, educational and body-mass index (BMI) factors as potential confounders. After controlling for potential confounding factors, an unhealthy diet at age 16 years was associated with reduced academicperformance. Compared to participants with healthy diets, those with unhealthy diets were significantly less likely to perform well based on language tests (odds ratio, OR: 0.42; 95% confidence interval, CI: 0.18-0.98) mathematics tests (OR: 0.35; 95% CI: 0.15-0.82) or GPA (OR: 0.22; 95% CI: 0.09-0.56). In our sample, excessive consumption of energy-dense, low-fibre, high-fat foods at age 16 years was associated with reduced academicperformance.

Full Text Available The objective of the present study was to evaluate academic stress, social support and their relationships with mental health and academicperformance in university students. Three hundred and twenty one students from a technological university in Caracas, Venezuela, responded instruments on academic stress, social support and mental health during the most academically stressful period. The results indicate that favorable conditions of mental health were associated to more social support and less academic stress. In women, higher stress levels were associated to a lesser amount of social support from friends whereas in men stress was related to less social support coming from close people and general social support. Both displayed better performance when perceived higher levels of academic stress and the social support of the near people was moderate. Results are discussed in terms of their implications for academic life and mental health in university students.

The acquisition of credit card debt by college students has long been a topic of concern. This study explores relationships among debt, undesirable academic behaviors and cognitions, and academicperformance, through surveys of 338 students in a public university, replicating two past measures of credit card debt and creating new measures of…

This paper presents new evidence on the effects of class attendance on academicperformance. We analyse survey data collected for an Introductory Econometrics Course at the Facultad de Ciencias Sociales y Jurídicas of Universidad Carlos III de Madrid, matched to administrative data. Using OLS-proxy regressions to control for unobservable student characteristics potentially correlated with attendance, we find a positive and significant effect of attendance on academicperformance. However, the...

This paper investigates the effectiveness of private tutoring in Turkey. The authors introduce their study by providing some background information on the two major national examinations and three different kinds of tutoring. They then describe how they aimed to analyse whether attending private tutoring centres (PTCs) enhances Turkish students' academicperformance. By way of multiple linear regression analysis, their study sought to evaluate whether the impact of private tutoring varies in different subject areas, taking into account several student-related characteristics such as family and academic backgrounds as well as interest in and perception of academic success. In terms of subject areas, the results indicate that while private tutoring does have a positive impact on academicperformance in mathematics and Turkish language, this is not the case in natural sciences. However, as evidenced by the effect sizes, these impacts are rather small compared to the impacts of other variables such as interest in and perception of academic success, high school graduation fields of study, high school cumulative grade point average (CGPA), parental education and students' sociocultural background. While the authors point out that more research on the impact of further important variables needs to be done, their view is that school seems to be an important factor for determining students' academicperformance.

Division I intercollegiate student-athletes represent a unique population of college students on college campuses today because they face competing demands between the student and athlete roles. Without the proper environment and motivation for academicperformance, some Division I student-athletes are unable to obtain a college degree and leave…

2School of Economics, Faculty of Economics and Business, National University of Malaysia. (UKM). ABSTRACT: A binary logit ... dents (614 boys and 515 girls) in ten senior high schools (SHSs) during the 2008/2009 academic year. Respondents were ... This suggests that at least. 32.6% of the sample population live with a.

To determine the association between academicperformance and eating behavior in university students in Chile. A total of 680 college students, 409 (60%) women and 271 (40%) men, were randomly recruited and the mean age of the entire sample was 26. The Three-Factor Eating Questionnaire (TFEQ), which evaluates 3 dimensions of eating behavior-cognitive restriction (limiting own intake), uncontrolled eating (inclination to eat), and emotional eating (control of food intake in the context of negative emotions)-was used. Academicperformance was measured by the grade point average (GPA) and was associated with eating behavior. Women had significantly higher scores in the "emotional eating" dimension than men (p = 0.002). The eating behavior analysis showed that female students with higher GPAs (above 5.5) had statistically significantly lower uncontrolled eating scores (p = 0.03) and higher cognitive restriction scores (p = 0.05) than women with lower academicperformance (below 5.5). There were no significant associations between eating behavior and academicperformance in men. A positive association between eating behavior and academicperformance was observed in female university students in Chile. Further studies are needed to explore the causes of this association and determine how to improve the nutritional habits of this population.

Full Text Available For K-12 students, obesity has been linked to student educational achievements. The study objective was to determine whether academicperformance in university students is correlated with BMI. Students from two consecutive academic years (Jan–May 2013 and Jan–May 2014 were given an optional class survey in May, as extra credit. Of the 452 students that completed the survey, 204 females and 75 males (N = 279; 73% female and 27% male consented to participate in the study. The number of correct answers to problem-solving questions (PSQs and the overall final grade for the class were compared to the calculated BMI using linear regression with a Pearson's R correlation and unpaired t-tests. BMI was significantly negatively correlated with student's final grades (P = 0.001 Pearson's r = −0.190 and PSQs were positively correlated with final grades (P academic performance. Further, the data suggest that future research in the area of body weight, diet, and exercise and any correlations of these with academicperformance in college students are warranted.

For K-12 students, obesity has been linked to student educational achievements. The study objective was to determine whether academicperformance in university students is correlated with BMI. Students from two consecutive academic years (Jan-May 2013 and Jan-May 2014) were given an optional class survey in May, as extra credit. Of the 452 students that completed the survey, 204 females and 75 males (N = 279; 73% female and 27% male) consented to participate in the study. The number of correct answers to problem-solving questions (PSQs) and the overall final grade for the class were compared to the calculated BMI using linear regression with a Pearson's R correlation and unpaired t -tests. BMI was significantly negatively correlated with student's final grades ( P = 0.001 Pearson's r = - 0.190) and PSQs were positively correlated with final grades ( P academicperformance. Further, the data suggest that future research in the area of body weight, diet, and exercise and any correlations of these with academicperformance in college students are warranted.

This study investigates the degree to which textual complexity indices applied on students’ online contributions, corroborated with a longitudinal analysis performed on their weekly posts, predict academicperformance. The source of student writing consists of blog and microblog posts, created in

The relationships between time management of college students and self-reported academicperformance and various affective measures of stress were explored for 123 undergraduates. The study indicates that self-reported time management is multidimensional and that there are important relationships among time management, performance, and stress.…

needed to ensure satisfaction, which leads to improved performance. Key words: adequacy, correlation, examination, .... Study skills are influenced by learner motivation and when they are psychological balanced. Besides ... lectures. If the student is not psychologically balanced, this may lead to low academicperformance.

Over the past two years, the teachers and students in Carter County, Kentucky have been utilizing goal setting. As a result, the district has shown tremendous growth on not only state assessments, but also on local assessments. Additionally, the number of students meeting benchmarks for college and career readiness has increased significantly. The…

This article examines the practices, norms and values that constrain or enable successful participation of undergraduate students at a South African university undergoing a radical change. We look at four constructs about the resources that Wits students draw on when they negotiate their integration into the Wits culture of ...

The purpose of this study was to evaluate whether nursing students assigned to a home hospital experience less stress and improved academicperformance. Students were assigned to a home hospital clinical placement (n = 78) or a control clinical placement (n = 79). Stress was measured using the Student Nurse Stress Index (SNSI) and Spielberger's State Anxiety Inventory. Academicperformance included score on the RN CAT, a standardized mock NCLEX-RN(®)-type test; nursing grade point average; and first attempt pass-fail on the NCLEX-RN. There were no statistically significant differences between the two groups for age, gender, marital status, ethnicity, or score on the nurse entrance examination. There were significant changes in SNSI over time but not between groups. Academic load and state anxiety showed an interaction of time by group, with the home hospital group showing reductions over time, compared with the control group. Copyright 2009, SLACK Incorporated.

Full Text Available The way students perceive learning is influenced by multiple factors. The present study aimed at establishing relationships between the learning approaches, academicperformance, and the academic year in a sample of students from different courses of Universidad Central “Marta Abreu”, Las Villas. For this ex post facto study, a probabilistic sample was used based on a simple random sampling of 524 university students who participated in the Study Process Questionnaire. The analysis of variance (MANOVA and ANOVA and the analysis of clusters reported associations between a deep approach to learning and a better academicperformance. These analyses showed differences in the learning approach in the different courses, predominantly a soft approach.

Full Text Available Background:Sleep plays a very important role in a human health. Poor sleep quality remains as a frequent feature of student life. Quantity and quality of sleep in addition to average sleep time are strongly linked with students’ learning abilities and academicperformance. Subjects and method:The study was a descriptive cross-sectional study conducted to assess sleep quality among medical college students – University of Babylon using Pittsburgh Sleep Quality Index (PSQI. This study was done during April 2016. Results:Mean age of students was (20.63 ± 0.65. Majority was female. According to PSQI(60.4% of students were poor sleeper. Significant association between quality of sleep and academicperformance was found in our study, (72.9% of those fail in one or more subjects have poor sleep quality. Conclusion: Poor sleep quality was regarded as an important problem among medical college students. Majority of students (60.4% was poor sleepers. Our study shows significant relation between sleep quality and academicperformance among students of Babylon University –College of Medicine.

This study aims to investigate the effect of factor such as perceived stress on the academicperformance of the students. A sample of 199 university graduates and undergraduates in Rawalpindi and Islamabad was selected as a statistical frame. Instrumentation used for this study is previously validated construct in order to evaluate the effect of…

Using an ex-post facto, non-experimental approach, this research examined the impact of English language proficiency and multilingualism on the academicperformance of international students enrolled in a four-year university located in north central Louisiana in the United States. Data were collected through a self-reported questionnaire from 59…

This study investigated the causal variables (Child, Family, School, Society and Government) and academicperformance of secondary school students in Cross River State: A basis for counselling and programme planning. The study adopted the descriptive survey method. It made use of two research questions and ...

This research work investigates the impact of the internet on the academicperformance of students in some selected tertiary institutions in Nigeria. A survey research design was adopted in conducting this research. Questionnaire was the instrument employed for data collection. Frequency count and simple percentage was ...

OBJECTIVE: To compare the academicperformance of university students with or without neurotological symptoms. METHOD: 100 students enrolled in the Biomedical Sciences Graduate School - Medical Modality of UNIFESP-EPM in 2007 and answered a neurotological screening questionnaire. RESULTS: The symptoms presented once, sometimes, many times or always, in a decreasing order of prevalence, were headache (74.0%), difficulty with concentration (57.0%), lack of memory (45.0%), physical indisposition...

Background:Sleep plays a very important role in a human health. Poor sleep quality remains as a frequent feature of student life. Quantity and quality of sleep in addition to average sleep time are strongly linked with students’ learning abilities and academicperformance. Subjects and method:The study was a descriptive cross-sectional study conducted to assess sleep quality among medical college students – University of Babylon using Pittsburgh Sleep Quality Index (PSQI). This study was...

Abstract Objective To explore associations between the nutritional quality of diet at age 16 years and academicperformance in students from Santiago, Chile. Methods We assessed the nutritional quality of diet, using a validated food frequency questionnaire, in 395 students aged 16.8 ± 0.5 years. Depending on the amount of saturated fat, fibre, sugar and salt in the foods, diet was categorized as unhealthy, fair or healthy. Academicperformance was assessed using high school grade-point average (GPA) and tests for college admission in language and mathematics. Academic results on or above the 75th percentile in our sample were considered good academicperformance. We tested associations between nutritional quality of diet and good academicperformance using logistic regression models. We considered sociodemographic, educational and body-mass index (BMI) factors as potential confounders. Findings After controlling for potential confounding factors, an unhealthy diet at age 16 years was associated with reduced academicperformance. Compared to participants with healthy diets, those with unhealthy diets were significantly less likely to perform well based on language tests (odds ratio, OR: 0.42; 95% confidence interval, CI: 0.18–0.98) mathematics tests (OR: 0.35; 95% CI: 0.15–0.82) or GPA (OR: 0.22; 95% CI: 0.09–0.56). Conclusion In our sample, excessive consumption of energy-dense, low-fibre, high-fat foods at age 16 years was associated with reduced academicperformance. PMID:26966329

Three independent lines of inquiry have found associations between alcohol use and academicperformance, sleep and academicperformance, and alcohol use and sleep. The present study bridges this research by examining the links among alcohol use, sleep, and academicperformance in college students. Personal interview surveys were conducted with a random sample of 236 students (124 women) at a liberal arts college. The interviews measured alcohol consumption, gender, academic class, weekday and weekend bedtimes and rise times, and daytime sleepiness; 95% of the sample granted permission to obtain grade-point average (GPA) and Scholastic Aptitude Test (SAT) scores from official college records. Ordinary least squares regressions showed that alcohol consumption was a significant predictor of four sleep patterns: the duration of sleep, the timing of sleep, the difference between weekday and weekend nighttime sleep hours (oversleep), and the difference between weekday and weekend bedtimes (bedtime delay). Women and students with late sleep schedules were more apt to report daytime sleepiness. SAT score was the strongest predictor of GPA. However, gender, alcohol consumption, sleep duration, and daytime sleepiness also were significant predictors when other variables were controlled. In addition to alcohol's direct relationship with GPA, mediational analysis indicated that alcohol had indirect effects on sleepiness and GPA, primarily through its effect on sleep schedule. The findings show how alcohol use among college students is related to sleep-wake patterns and further support the connection between alcohol use and grades.

A large proportion of Norwegian medical students have some private education behind them. The question raised here is whether the educational performance of these students is lower than that of other students. The analysis is based on data from the National Educational Database, which includes information on the total population. The dependent variable is grades obtained early in medical training. The impact of private education is estimated by linear regression models. The analysis controls for time between completing secondary school and entering medical school, as well as university, gender and social background. Students with a background from private schools have a lower level of academicperformance in medical school than other students. This also holds true when we compare students who have waited equally long for admission to medicine, and who had the same level of performance in secondary school. A likely explanation is that private schools tend to put emphasis on preparation for examinations. By doing this, they raise the level of performance among students who do not necessarily score highest with respect to academic abilities.

Full Text Available Objective: to evaluate, with a preliminarystudy, the distribution of circadian rhythms, sleepschedule patterns and their relationship withacademic performance on medical students.Methodology: in this descriptive study, a 10 itemoriginal questionnaire about sleep rhythms andacademic performance was applied to medicalstudents from different semesters. Week (classtime and weekend schedules, preferences,daytime somnolence and academic performancewere asked. Three chronotypes (morningness,intermediate and eveningness were definedamong waking-sleeping preference, difficulty tosleep early, exam preparation preference hour and real sleep schedule. The sleep hour deficit perweek night was also calculated. Results: Of the318 medical students that answered the questionnaire,62.6% corresponded to intermediatechronotypes, 8.8% to evening-type and 28.7%to morning-type. Significant difference wasfound among the two chronotype tails (p=0.000,Chi-square 31.13. No correlation was foundbetween academicperformance and age, sex,chronotype, week sleep deficit and sleep hours inweek and weekends. A 71.1% of the students slept6 or fewer hours during class time and 78% hada sleep deficit (more frequent in the eveningchronotype. Conclusions: No relation was foundbetween sleep chronotype and academicperformance.Students tend to morningness. Fewstudies have been made on equatorial zones orwithout seasons.

Studies indicated that teaching styles and learning styles of students play a very important role in the academic success of students. A lack of knowledge about teaching styles and learning styles often complicates the challenge of learning and, therefore, affects the academic achievement of students. The research site at a college had a retention rate of 70% of its biology majors and needed to improve the retention rate of the biology program. The purpose of this study was to improve the academicperformance of university biology students through a multicomponent program, the Student Retention Engagement Program. The 3 components included students and teachers understanding students' learning styles, teachers acquiring knowledge of learner-based teaching methodology, and peer mentoring. In the implementation of this applied dissertation, the researcher sought to increase the grade point averages of 100 Biology 103 students from 2.25 to at least an overall 2.50 out of a 4.00 point grade point average scale. After implementation of the intervention strategies. the overall retention ratc of biology majors was also targeted to improve from 70% to at least 75%. The focus of the dissertation was on the outcomes associated with implementing successful teaching and learning strategies with the biology students. In 1 component of the Student Retention Engagement Program, biology teachers learned to identify their preferred teaching styles through a teaching perspectives inventory administered during a professional development program. A training program focused on utilizing teaching strategies for specific student learning styles was implemented. Another component involved training and using upper class peer mentors. The supervisors of the Office of Retention selected upper class participants who held a 3.0 or higher grade point average. A learning style inventory was administered to the upper class peer mentors and participating students. The results helped to identify

At the beginning of academic year 2007-08, staff in the Department of Physics and Astronomy at the University of Glasgow started to implement a number of substantial changes to the administration of the level 1 physics undergraduate class. The main aims were to improve the academicperformance and progression statistics. With this in mind, a comprehensive system of learning support was introduced, the main remit being the provision of an improved personal contact and academic monitoring and support strategy for all students at level 1. The effects of low engagement with compulsory continuous assessment components had already been observed to have a significant effect on students sitting in the middle of the grade curve. Analysis of data from the 2007-08 class showed that even some nominally high-achieving students achieved lowered grades due to the effects of low engagement. Nonetheless, academic and other support measures put in place during 2007-08 played a part in raising the passrate for the level 1 physics class by approximately 8% as well as raising the progression rate by approximately 10%.

At the beginning of academic year 2007-08, staff in the Department of Physics and Astronomy at the University of Glasgow started to implement a number of substantial changes to the administration of the level 1 physics undergraduate class. The main aims were to improve the academicperformance and progression statistics. With this in mind, a comprehensive system of learning support was introduced, the main remit being the provision of an improved personal contact and academic monitoring and support strategy for all students at level 1. The effects of low engagement with compulsory continuous assessment components had already been observed to have a significant effect on students sitting in the middle of the grade curve. Analysis of data from the 2007-08 class showed that even some nominally high-achieving students achieved lowered grades due to the effects of low engagement. Nonetheless, academic and other support measures put in place during 2007-08 played a part in raising the passrate for the level 1 physics class by approximately 8% as well as raising the progression rate by approximately 10%.

At the beginning of academic year 2007-08, staff in the Department of Physics and Astronomy at the University of Glasgow started to implement a number of substantial changes to the administration of the level 1 physics undergraduate class. The main aims were to improve the academicperformance and progression statistics. With this in mind, a comprehensive system of learning support was introduced, the main remit being the provision of an improved personal contact and academic monitoring and support strategy for all students at level 1. The effects of low engagement with compulsory continuous assessment components had already been observed to have a significant effect on students sitting in the middle of the grade curve. Analysis of data from the 2007-08 class showed that even some nominally high-achieving students achieved lowered grades due to the effects of low engagement. Nonetheless, academic and other support measures put in place during 2007-08 played a part in raising the passrate for the level 1 physics class by approximately 8% as well as raising the progression rate by approximately 10%.

Full Text Available Background and Objectives: Learning is a stressful experience of human life; reduced adaption to stressors causes academic burnout which is a reason for academic failure among students. This study investigated the correlation among academic stress, academic burnout, and academicperformance in nursing and paramedic students of Qom University of Medical Sciences. Methods: In this descriptive, cross-sectional study, 264 nursing and paramedic students were randomly selected. Demographic characteristics checklist, academic burnout questionnaire, and academic stress scale were used to gather data, and grade point average was considered to be the indicator of academicperformance. Linear regression analysis was used to analyze the data. The level of significance was considered to be p<0.05. Results: The mean score for students' academic burnout was 28.52±15.84. Univariate regression analysis showed that the students' employment, years of education, academicperformance, and all academic stress subscales had a significant correlation with academic burnout. According to multivariate regression analysis, having a field of study-related occupation was a protective factor and academic stress a risk factor for academic burnout. Conclusion: The findings of this study showed that a large proportion of students experienced academic burnout, and students with higher levels of stress experienced more severe academic burnout and had poorer performance. Therefore, training ways to cope with stress can cause reduction in academic burnout and improvement of performance.

This study examined whether: (1) the non-academic constructs of psychological well-being, motivation to learn and quality of life (QOL) explained the variance in the academic achievement of students with disability; and (2) students with a mental health disability (MHD) differed from students with other disability on academic achievement and on…

Background and Objectives: Learning is a stressful experience of human life; reduced adaption to stressors causes academic burnout which is a reason for academic failure among students. This study investigated the correlation among academic stress, academic burnout, and academicperformance in nursing and paramedic students of Qom University of Medical Sciences. Methods: In this descriptive, cross-sectional study, 264 nursing and paramedic students were randomly selected. Demographic ch...

Full Text Available The aim of this research was to determine the relationship between academic self-efficacy, self-regulated learning and academicperformance of first-year university students in the Metropolitan Lima area. An assessment was made of 284 students (138 male and 146 female students admitted to a private university of Lima for the 2013-2 term by using a non-probability and incidental procedure and the General Academic Self-Efficacy Questionnaire, the University Academic Self-Regulated Learning Questionnaire; and for the academicperformance of every student, their registered weighted GPA was taken into account. Formulated hypothesis was accepted as correlation coefficients resulting from academic selfefficacy; self-regulated learning and academicperformance were both positive and significant, but low. In addition, the correlation between academic selfefficacy and self-regulated learning were positive, significant and moderate.

To identify sleep patterns and frequency of daytime sleepiness and to assess the association between sleep duration and academicperformance among student pharmacists. A cross-sectional design was used. An anonymous self-administered paper questionnaire was administered to first-year through third-year students at a pharmacy school. Questionnaires were completed by 364 student pharmacists (79.4% response rate and 93.8% cooperation rate). More than half of student pharmacists obtained less than 7 hours of sleep at night during a typical school week (54.7%) and a large majority on the night prior to an examination (81.7%). Almost half (47.8%) felt daytime sleepiness almost every day. Longer sleep duration the night prior to an examination was associated with higher course grades and semester grade point averages (GPAs). A majority of student pharmacists had suboptimal durations of sleep, defined as fewer than 7 hours. Adequate sleep the night prior to an examination was positively associated with student course grades and semester GPAs.

To compare studentacademicperformance and the student experience in the first-year doctor of pharmacy (PharmD) program between the main and newly opened satellite campuses of the University of Maryland. Studentperformance indicators including graded assessments, course averages, cumulative first-year grade point average (GPA), and introductory pharmacy practice experience (IPPE) evaluations were analyzed retrospectively. Student experience indicators were obtained via an online survey instrument and included involvement in student organizations; time-budgeting practices; and stress levels and their perceived effect on performance. Graded assessments, course averages, GPA, and IPPE evaluations were indistinguishable between campuses. Students' time allocation was not different between campuses, except for time spent attending class and watching lecture videos. There was no difference between students' stress levels at each campus. The implementation of a satellite campus to expand pharmacy education yielded academicperformance and student engagement comparable to those from traditional delivery methods.

Objectives To compare studentacademicperformance and the student experience in the first-year doctor of pharmacy (PharmD) program between the main and newly opened satellite campuses of the University of Maryland. Methods Studentperformance indicators including graded assessments, course averages, cumulative first-year grade point average (GPA), and introductory pharmacy practice experience (IPPE) evaluations were analyzed retrospectively. Student experience indicators were obtained via an online survey instrument and included involvement in student organizations; time-budgeting practices; and stress levels and their perceived effect on performance. Results Graded assessments, course averages, GPA, and IPPE evaluations were indistinguishable between campuses. Students' time allocation was not different between campuses, except for time spent attending class and watching lecture videos. There was no difference between students' stress levels at each campus. Conclusions The implementation of a satellite campus to expand pharmacy education yielded academicperformance and student engagement comparable to those from traditional delivery methods. PMID:19960080

Background: Sleep difficulties are common among university students and may detrimentally affect academic outcomes. Despite this, remarkably little information is currently available during this critical developmental period of early adulthood, and thus, the direct effect on measurable domains of academic ability and proficiency is equivocal.…

This research compares the academicperformance of two groups of students at the community college level of higher education. These two groups are dual credit students and non-dual credit students. The academic records of these students were examined from the years 2010-2014. Students in both groups had completed their formal high school education…

Student retention and performance in higher education are important issues for educators, students, and the nation facing critical professional labor shortages. Expectancy and goal setting theories were used to predict academicperformance and college student retention. Students' academic expectancy motivation at the start of the college…

The aim of this research was to determine the relationship between academic self-efficacy, self-regulated learning and academicperformance of first-year university students in the Metropolitan Lima area. An assessment was made of 284 students (138 male and 146 female students) admitted to a private university of Lima for the 2013-2 term by using…

Full Text Available Background: This study sought to investigate the evaluation of academic achievement, academic motivation and hope for the future and life satisfaction of Pharmacy Students of the Medical Sciences University of Ahvaz and their relationship with the school years passed.Methods: The samples in this study were all pharmacy students studying in the College of Pharmacy, the Medical University of Ahvaz in the year 93-94. Moreover, standard questionnaires were used by this study for collecting data. In order to collect data with regard to hope, life satisfaction, motivation and academic satisfaction, the questionnaire of Snyder hope Scale (1991, Satisfaction with Life Scale questionnaire (SWLS, lepper motivation scale (2005 and Bahrani and Jokar questionnaire (1378 were used respectively.Moreover, data on Academicperformance were acquired using the score of the students and the number of students dropping out in each entry and the data were analysed by using SPSS 20.Results: The results did not indicate any significant different in an investigation of five class of students and from four variables of hope, Academic motivation, academic achievement, life satisfaction. But contrast test for combined group showed that academic motivation and academicperformance in freshmen students are significantly higher than the other four inputs.Third-year students possess less Academic motivation than other students.Senior students' Academicperformance was also significantly lower than of students from other school years.Conclusion: freshmen students face challenges of the new environment, and this affects their academicperformance. Besides in the third year of pharmacy school curriculum, pharmacy students pass the basic exam and the main pharmaceutical courses start for them, this might be the reason that their intrinsic motivation increase.

BACKGROUND Relationship between sleep pattern and academicperformance of students is well accepted. The studies relating the sleep pattern of medical students and academicperformance is limited. This study was conducted to identify sleep pattern of medical students and find out any relationship between sleep pattern and academicperformance. MATERIALS AND METHODS A questionnaire-based study was carried out to assess sociodemographic parameters, sleep/wake timing, sle...

The purpose of this study was to explore the relationship between Latino Students' learning styles and their academicperformance. Students' academicperformance was measured using their overall grade point average (GPA). A group of 229 Latino students who were enrolled at an urban community college in New York City participated in the study. Two…

Connecting students with learning activities to promote academic engagement has been a focus of higher education over the past decade, partly driven by an increasing rate of student participation in part-time employment, and a growing concern about the quality of the student experience. Using a prospective survey design, this study selected three elements of academic engagement (homework completion, lecture attendance, and study hours) and academic disengagement (part-time work), to identify predictors of academicperformance in a pathophysiology subject in 126 second year nursing students. Homework completion emerged as the strongest positive predictor of academicperformance, followed by lecture attendance; however, time spent studying was not a significant predictor of academicperformance. Of concern was the finding that the amount of part-time work had a significant and negative impact on academicperformance. Combining all elements of academic engagement and disengagement, and controlling for age and ethnicity, the multiple regression model accounted for 34% of the variance in the academicperformance of second year nursing students studying pathophysiology. Results from these findings indicate the importance of active learning engagement in influencing academic success, and provide some direction for nursing academics to design effective learning approaches to promote academic engagement of nursing students.

Background There is increasing awareness about the association of sleep quality and academic achievement among university students. However, the relationship between sleep quality and academicperformance has not been examined in Sudan; this study assessed the relationship between sleep quality and academicperformance among Sudanese medical students. Methods A case?control study was conducted among 165 male and female medical students at two Sudanese universities. Excellent (A) and pass (C) ...

Objective: To investigate the sleep patterns of dental students from different academic levels and to determine the effect of sleep patterns on the academicperformance of students. Methods: A self-reported questionnaire was designed and distributed among 1160 students from clinical and non-clinical levels to measure the sleep-related variables and academicperformance. The questionnaire included questions on demographics, sleep habits, sleep quality index (PSQI), and grade point averages (GP...

Facebook is only an electronic communication between human but unfortunately it has become an addiction for all. This paper examines the usage of Facebook among university students and its influence in their academicperformance. The impact of Facebook can either be good or bad on university students and in their academic activities. Even though a closer look on the real impact of Facebook reveals that it leads to several problems in university studentsacademicperformances. Today Facebook i...

This study examined the effect of multiple social roles on the psychological functioning of 60 adult students (age 25 to 51 years) in an introductory graduate course in educational research. Using multiple role conflict (MRC), perceived ability to cope (PAC), subject anxiety (SA), academic self-efficacy (SE), self-regulation (SR), and course…

The aim of this research was to determine the relationship between academic self-efficacy, self-regulated learning and academicperformance of first-year university students in the Metropolitan Lima area. An assessment was made of 284 students (138 male and 146 female students) admitted to a private university of Lima for the 2013-2 term by using a non-probability and incidental procedure and the General Academic Self-Efficacy Questionnaire, the University Academic Self-Regulated Learning Que...

This study examines the impact of inclusion on secondary students by focusing on the performance of students without disabilities in the inclusive environment compared to their performance in a segregated environment. Many studies exist demonstrating the positive impact of the inclusive environment on the performance of students with disabilities.…

Assessed the impact of stress management training as part of an academic skills training program upon students' (N=22) self-reported symptoms of stress and academicperformance. Results indicated that success-stress management treatment was more effective in reducing stress and increasing academicperformance than success treatment alone. (LLL)

The objective of this research was to determine if a correlation exists between a college student's spirituality and his or her academicperformance (GPA) or his or her academic achievement. An insignificant amount of literature has been published in which researchers explore spirituality and academicperformance or achievement. This current study…

One way students become engaged in their undergraduate experience is through place of residence. Factors associated with high academicperformance suggest high levels of engagement in campus life. This study investigated the relationship between living arrangement and the academicperformance of first-year, full-time undergraduate students. The…

We examine the impact of primary school mergers on academicperformance of students using a dataset that we collected using a survey designed specifically to examine changes in the academicperformance of students before and after their schools were merged. We use difference-in-differences and propensity score matching approaches and demonstrate…

This study utilized the goal-efficacy model to examine a) the extent to which index scores of student self-efficacy, self-set goals, assigned goals, and ability (four variables in the model) could predict academicperformance of university students; and b) the best predictor of academicperformance. The sample comprised 103 undergraduate students…

This study was aimed at clarifying relations between the way students learn and personal, contextual and performance variables. Students from seven different academic disciplines completed the Inventory of Learning Styles (ILS). Besides, data about their age, gender, academic discipline, prior education and exam performance were gathered.…

This paper examined ordinary level result as predictors of students' academicperformance in chemistry in South-west Nigeria universities. It also examined the relationship between the academicperformance of students in each level of the university examinations and their corresponding secondary school certificates examination. The sample of the…

This paper examined an ordinary level as predictors of students' academicperformance in chemistry in South-west Nigeria universities. It also revealed the relationship between the academicperformance of students in each level of the university examinations and their corresponding secondary school certificates examination. The sample of the study…

Background. Chronic stress among medical students affects academicperformance of students and leads to depression, substance use, and suicide. There is, however, a shortage of such research evidence in Ethiopia. Objective. We aimed to estimate the prevalence and severity of stress and its association with substance use and academicperformance among medical students. Methods. A cross-sectional survey was conducted on a sample of 329 medical students at Jimma University. Data were collected u...

The student-athlete literature is rife with studies that examine the factors that appear to improve or inhibit academic or athletic performance. However, internal characteristics that may influence variations in performance have been understudied, and athletic performance tends to be examined separately from academicperformance. This study…

designed questionnaires distributed by stratified random sampling with proportional allocation scheme, to find out the impact of finance on students‟ academicperformance with reference to Kaduna. Polytechnic. The statistical tests we applied are Chi-square, Phi coefficient and Bi-serial correlation. It was found that ...

Introduction: In this paper we study the possible influence of extra-curricular activities (study-related and/or sports) on academicperformance of first- and second-year pupils in "Educacion Secundaria Obligatoria (ESO)" [N.T. seventh- and eighth-graders]. Method: We randomly selected 12 schools in the city (9 public and 3 private), and…

More than 3 million students study outside their home country, primarily at a Western university. A common belief among educators is that international students are insufficiently adjusted to higher education in their host country, both academically and socially. Furthermore, several groups of international students experience considerable amounts of stress while adapting to the culture of the host-institute. Several researchers argue that studies on adaptation of international students shoul...

several studies demonstrated that regular physical exercise would impact positively on the academicperformance of students. to determine the association between physical fitness, nutritional status and academicperformance of students of Pedagogy in Physical Education from Temuco, Chile. the sample was selected on a non-probabilistic approach, which included 208 subjects (n = 153 women and n = 55 women). The variables studied were physical fitness (short Abs, long jump with feet together, forward trunk flexion, elbow flexion and extension and "course navette" test), nutritional status (BMI) and academicperformance (classified as up and down the academic average). 87.5% of students have a satisfactory fitness and a BMI of 23.8 ± 2.9 kg/m2. The students with the best academicperformance were those with the higher proportion of satisfactory physical condition (92.5 %). No association between academicperformance and nutritional status was determined, but it was observed between low fitness and a great risk of low academicperformance (OR = 2.8, 95% CI 1.0 to 8 1; p academic achievement and physical fitness among students is observed, but no for the nutritional status and the academicperformance. Copyright AULA MEDICA EDICIONES 2014. Published by AULA MEDICA. All rights reserved.

The Benjamin Banneker Scholars Program (BBSP) was designed at an HBCU to increase the academicperformance, retention, and graduation of minority students in science, technology, engineering and mathematics (STEM). At the end of each academic year, students completed a BBSP Post-Program Satisfaction Survey. Each year Mentoring was consistently…

Full Text Available Background: Research into occupational therapy education and its outcomes for students is growing. More research is needed to determine the factors of importance for occupational therapy students’ academic outcomes. This study aimed to investigate factors associated with academicperformance among second-year undergraduate occupational therapy students in Norway. Methods: Occupational therapy students (n = 111 from two education programs completed questionnaires asking for sociodemographic, work-related, and education-related information. Hierarchical linear regression analysis was used to examine factors independently associated with the students’ academicperformance. Results: A higher age was associated with better average academicperformance among the students, whereas having higher education experience before entering the occupational therapy program was associated with poorer average academicperformance. Conclusions: Students of a higher age may have life experience that easily translates into good academic results, and they may represent an under-used resource for improving the academic climate and understanding subsequent exam results among undergraduate occupational therapy students. However, prior higher education experience from disciplines different from occupational therapy, and that hold different expectations toward students, may hinder good academicperformance in occupational therapy coursework

More than 3 million students study outside their home country, primarily at a Western university. A common belief among educators is that international students are insufficiently adjusted to higher education in their host country, both academically and socially. Furthermore, several groups of

Background Oral health and academicperformance are important contributing factors for a student?s professional life. Countless factors affect both, among which sleep, vitality and fatigue are less explored areas that also have a strong impact. Objective The objective of the study was to assess the association of sleep disturbances, fatigue and vitality with self reported oral health status, oral hygiene habits and academicperformance of dental students of Udaipur. Methods A descriptive cros...

Context: Identification of the effect of valid factors on students' academicperformance is of great importance to student counseling and policy making. Aims: This study was carried out to find the predictors of academicperformance of 2 nd year undergraduate medical students of a renowned Medical College of Kolkata. Materials and Methods: This cross sectional study was carried out in a tertiary care teaching hospital of Kolkata. The information on factors like attendance percentage, sex, pla...

Academicperformance enhancement or cognitive enhancement (CE) via stimulant drug use has received increasing attention. The question remains, however, whether CE solely represents the use of drugs for achieving better academic or workplace results or whether CE also serves various other purposes. The aim of this study was to put the phenomenon of pharmacological academicperformance enhancement via prescription and illicit (psycho-) stimulant use (Amphetamines, Methylphenidate) among university students into a broader context. Specifically, we wanted to further understand students' experiences, the effects of use on students and other factors, such as pressure to perform in their academic and private lives. A sample of 18 healthy university students reporting the non-medical use of prescription and illicit stimulants for academicperformance enhancement was interviewed in a face-to-face setting. The leading questions were related to the situations and context in which the students considered the non-medical use of stimulants. Based on the resultant transcript, two independent raters identified six categories relating to the life context of stimulant use for academicperformance enhancement: Context of stimulant use beyond academicperformance enhancement, Subjective experience of enhancement, Timing of consumption, Objective academic results, Side effects, Pressure to perform. The answers reveal that academicperformance enhancement through the use of stimulants is not an isolated phenomenon that solely aims at enhancing cognition to achieve better academic results but that the multifaceted life context in which it is embedded is of crucial relevance. The participants not only considered the stimulants advantageous for enhancing academicperformance, but also for leading an active life with a suitable balance between studying and time off. The most common reasons given for stimulant use were to maximize time, to increase motivation and to cope with memorizing

The adjustment difficulties of college students have been an emerging issue. Many studies have proved that the adjustment difficulties like appetite disturbance, concentration problems and depression are most evident in freshmen. To help college students in resolving their adjustment issues, we made efforts in the form of establishing a counselling system to provide intervention to the students, so that their social and emotional problems did not interfere with their academicperformances, for the current study. We chose to examine the relationship between the college counselling experience and the academicperformance in a sample of freshmen. To explore the relationship and the effect of counselling on the academicperformance of college students. 1. To find the relationship between the academicperformance and counselling. 2. To find the relationship between the number of sessions and the academicperformance. Fifty Four First MBBS college students of the SBMCH 2007-2008 batch, who underwent face to face individual intake interviews with college faculty members, were given questionnaires and the analysis was based on their response to the questions and their academicperformance. This study showed that there was an increase in the average marks by about 15%-25% among 43% of the students and by about 10% -15% of marks among 13% of the students. There was no marked improvement among 31% of them and there was no change in 4% of the students .The second part of the study showed that the number of sessions correlated positively with the academicperformance. This study showed that the counselling services in colleges had been effective in easing out the students' personal difficulties. The constructive support which was received from individual counselling seemed to have a positive influence on the academicperformance and the number of sessions correlated positively with the academicperformance.

Using data from 69,722 US undergraduates participating in the spring 2015 National College Health Assessment, we examine racial/ethnic differences in students' experience of discrimination. Logistic regression predicted the experience of discrimination and its reported negative effect on academics. Additional models examined the effect of attending a Minority Serving Institution (MSI). Discrimination was experienced by 5-15% of students, with all racial/ethnic minority groups examined- including Black, Hispanic, Asian, AI/NA/NA, and Multiracial students- more likely to report discrimination relative to White students. Of students who experienced discrimination, 15-25% reported it had negatively impacted their academicperformance, with Hispanic and Asian students more likely to report negative impacts relative to White students. Attending an MSI was associated with decreased experiences of discrimination. Students from racial/ethnic minority backgrounds are disproportionately affected by discrimination, with negative impacts for academicperformance that are particularly marked for Hispanic and Asian students.

In order to produce seasoned graduates from tertiary institutions, academicperformance of students should be paramount in the minds of stakeholders. The dataset presented the perception of engineering students and lecturers in two private universities in Ogun state, namely, Bells University of Technology and Covenant University. Purposive quota sampling was used to elicit data from students and lecturers in the institutions through a closed ended structured questionnaire. Inferential statistics such as component principal analysis, regression analysis and Kruskall Wallis test were used to present the data. The engineering students are in their fourth year. The data collected focused on stakeholder's relationship on students' academicperformance. It also provided information on the significant factors affecting stakeholder's relationship in tertiary educational institution as well as the effect of the age of the students in lecturer-student relationship. The survey data when analysed can be a pointer in identifying the unique stakeholders' characteristics that could engender best academicperformance from the students.

The main controversy as a result of the commercialisation of international education markets is that international students especially those from China are unable to perform as well as UK students in UK universities. So far, research has yet to identify the influence of placements on the academicperformance of Chinese students from entry to…

Full Text Available This study was intended to establish whether self-esteem and study habits correlate with academicperformance among university students. Research conducted was descriptive observational, multivariate or cross-sectional factorial in nature. The study population consisted of 196 students enrolled in a Basic Mathematics 1 class at the School of Engineering of Universidad Tecnológica del Perú (Technical University of Peru, UTP in the third term of 2016, and the sample size numbered 86 students. The Coopersmith Self-Esteem Inventory, Luis Vicuña Peri’s Study Habits Inventory and the average grades obtained by students were used for research variable measurement. Results show that self-esteem does not significantly impact academicperformance, but study habits do influence academicperformance (p = .000 < α = .05. Hence students are expected to enhance academicperformance as they refine study techniques.

Background In addition to the benefits on physical and mental health, cardiorespiratory fitness has shown to have positive effects on cognition. This study aimed to investigate the relationship between cardiorespiratory fitness and body weight status on academicperformance among seventh-grade students. Methods Participants included 1531 grade 7 students (787 male, 744 female), ranging in age from 12 to 14 years (Mage = 12.3 ± 0.60), from 3 different cohorts. Academicperformance was measured using the marks students had, at the end of their academic year, in mathematics, language (Portuguese), foreign language (English), and sciences. To assess cardiorespiratory fitness the Progressive Aerobic Cardiovascular Endurance Run, from Fitnessgram, was used as the test battery. The relationship between academic achievement and the independent and combined association of cardiorespiratory fitness/weight status was analysed, using multinomial logistic regression. Results Cardiorespiratory fitness and weight status were independently related with academic achievement. Fit students, compared with unfit students had significantly higher odds for having high academic achievement (OR = 2.29, 95% CI: 1.48-3.55, p academic achievement (OR = 3.65, 95% CI: 1.82-7.34, p academic achievement in seventh-grade students independent of the different cohorts, providing further support that aerobically fit and normal weight students are more likely to have better performance at school regardless of the year that they were born. PMID:25001376

In addition to the benefits on physical and mental health, cardiorespiratory fitness has shown to have positive effects on cognition. This study aimed to investigate the relationship between cardiorespiratory fitness and body weight status on academicperformance among seventh-grade students. Participants included 1531 grade 7 students (787 male, 744 female), ranging in age from 12 to 14 years (Mage = 12.3 ± 0.60), from 3 different cohorts. Academicperformance was measured using the marks students had, at the end of their academic year, in mathematics, language (Portuguese), foreign language (English), and sciences. To assess cardiorespiratory fitness the Progressive Aerobic Cardiovascular Endurance Run, from Fitnessgram, was used as the test battery. The relationship between academic achievement and the independent and combined association of cardiorespiratory fitness/weight status was analysed, using multinomial logistic regression. Cardiorespiratory fitness and weight status were independently related with academic achievement. Fit students, compared with unfit students had significantly higher odds for having high academic achievement (OR = 2.29, 95% CI: 1.48-3.55, p academic achievement (OR = 3.65, 95% CI: 1.82-7.34, p academic achievement in seventh-grade students independent of the different cohorts, providing further support that aerobically fit and normal weight students are more likely to have better performance at school regardless of the year that they were born.

Full Text Available BACKGROUND Relationship between sleep pattern and academicperformance of students is well accepted. The studies relating the sleep pattern of medical students and academicperformance is limited. This study was conducted to identify sleep pattern of medical students and find out any relationship between sleep pattern and academicperformance. MATERIALS AND METHODS A questionnaire-based study was carried out to assess sociodemographic parameters, sleep/wake timing, sleep duration, daytime sleepiness and academicperformance. Academicperformance was measured on the basis of the aggregate marks scored for the previous year university exam. RESULTS The study population included 349 students with a mean age of 21.4±1.1years. The student’s average weekday bedtime, rise time and total sleep time was 12:02a.m., 07:03a.m. and 7.23hrs., respectively. The corresponding values for weekends were 12:25a.m., 08:17a.m. and 08:18hrs. Mean sleep duration of night prior to exam was 5.16±1.50.Students with earlier bed/rise time and longer hours of sleep night prior to exam had better academicperformance. CONCLUSION Academicperformance of medical students showed significant negative correlation with sleep/wake timings and positive correlation with duration of sleepnight before examination.

Assessed college students on measures of depression, concentration, and academicperformance. Depression was negatively related to academicperformance, although the relationship between depression and cognitive functioning was not detected on a brief measure of concentration. Suggests that isolated testing sessions may mask the detrimental…

Introduction: Academicperformance is usually generally explained by student's intelligence, although other factors such as personality and motivation also account for it. Factors associated with a more complex thought process in adolescence are also beginning to gain importance in the prediction of academicperformance. Among these forms of…

It is essential to predict distance education students' year-end academicperformance early during the course of the semester and to take precautions using such prediction-based information. This will, in particular, help enhance their academicperformance and, therefore, improve the overall educational quality. The present study was on the…

Background Academicperformance enhancement or cognitive enhancement (CE) via stimulant drug use has received increasing attention. The question remains, however, whether CE solely represents the use of drugs for achieving better academic or workplace results or whether CE also serves various other purposes. The aim of this study was to put the phenomenon of pharmacological academicperformance enhancement via prescription and illicit (psycho-) stimulant use (Amphetamines, Methylphenidate) among university students into a broader context. Specifically, we wanted to further understand students’ experiences, the effects of use on students and other factors, such as pressure to perform in their academic and private lives. Methods A sample of 18 healthy university students reporting the non-medical use of prescription and illicit stimulants for academicperformance enhancement was interviewed in a face-to-face setting. The leading questions were related to the situations and context in which the students considered the non-medical use of stimulants. Results Based on the resultant transcript, two independent raters identified six categories relating to the life context of stimulant use for academicperformance enhancement: Context of stimulant use beyond academicperformance enhancement, Subjective experience of enhancement, Timing of consumption, Objective academic results, Side effects, Pressure to perform. Conclusions The answers reveal that academicperformance enhancement through the use of stimulants is not an isolated phenomenon that solely aims at enhancing cognition to achieve better academic results but that the multifaceted life context in which it is embedded is of crucial relevance. The participants not only considered the stimulants advantageous for enhancing academicperformance, but also for leading an active life with a suitable balance between studying and time off. The most common reasons given for stimulant use were to maximize time, to increase

This study was conducted to identify predictors of self-reported academicperformance in undergraduate medical students at Hawassa University. An analytical cross-sectional study involving 592 undergraduate medical students was conducted in November 2012. The academicperformance of the study subjects was measured by self-reported cumulative grade point average (GPA) using a self-administered questionnaire. Data were entered and analyzed using Statistical Package for the Social Sciences version 16 software. Pearson's bivariate correlations, multiple linear regression, and multiple logistic regression were used to identify predictors of academicperformance. The self-reported academicperformance of students had been decreasing as the academic years progressed, with the highest and lowest performance being in the premedicine (mean GPA 3.47) and clinical I (mean GPA 2.71) years, respectively. One hundred and fifty-eight (26.7%) of the participants had ever been delayed, 37 (6.2%) had ever re-sat for examination, and two (0.3%) had ever been warned due to academic failure. The overall variation in self-reported academicperformance of the students was 32.8%. Participant age alone explained 21.9% of the variation. On the other hand, university entrance examination results, substance use at university, and medicine as first choice by students were identified as predictors of variation in self-reported academicperformance, accounting for 6.9%, 2.7%, and academicperformance was explained by the studied variables. Hence, efficacious mechanisms should be designed to combat the intervenable determinants of self-reported academicperformance, like substance use and a low medical school entrance examination result. Further studies should also be undertaken to gain a better understanding of other unstudied determinants, like personality, learning style, cognitive ability, and the system used for academic evaluation.

The relations between media consumption, especially TV viewing, and school performance have been extensively examined. However, even though video game playing may have replaced TV viewing as the most frequent form of media usage, relatively little research has examined its relations to school performance, especially in older students. We surveyed…

A chronotype is an individual trait that determines circadian rhythm (dark/light cycle) characteristics, associated with bedtime, waking, and other daily activities. A chronotype is classified as morning, intermediate, and evening. The objective is to associate chronotypes with academicperformance in university students. A cross-sectional study was performed to evaluate the chronotype of university students (n = 703) by Horne-Ostberg questionnaire and associated with academicperformance. The group with higher GPAs had higher chronotype scores (p = 0.002). Morning and intermediate chronotypes exhibited better academicperformance; however, more studies are necessary to determine the underlying causes, which could influence cognitive aspects.

The associations among health status, health behavior, and changes in human cytomegalovirus (HCMV) specific salivary antibodies during academic stress were investigated in relation to academic achievement among nursing and physiotherapy students. Fifty-four first year students donated saliva samples and completed a pencil and paper questionnaire before (t1), during two term examinations (t2 and t3), and after grades were posted (t4). An increase in the level of specific salivary HCMV IgG and IgA antibodies from t1 to t2, and a decrease from t2 to t4 were related to academic success. Health status and health behavior remained fairly stable during the stress period. The results are congruent with the inverted U-shape model of stress and learning suggested by Yerkes & Dodson (1908). Copyright 2004 Wiley Periodicals, Inc.

Although academic entitlement (AE) has become a popular topic of discussion in the media, it has received very little scholarly focus in the higher education literature to date. AE has been defined as a belief held by students that they deserve high grades in school despite a lack of effort put forth into their work (Chowning & Campbell,…

To compare the academicperformance of male and female medical students in Pharmacology examinations. The comparative study was conducted at Rehman Medical College, Peshawar, Pakistan, from March to August 2015. For evaluating the students' academicperformance, male and female students of academic sessions 2013-14 and 2014-15 were divided into 4 groups. Group 1: 80% marks. SPSS 20 was used for data analysis. Of the 200 medical students enrolled, 102(51%) were male and 98(41%) were female. There was no significant difference in the academicperformance in terms of gender in multiple choice questions (p=0.811) and short essay questions (p=0.515). The effect of attendance was also insignificant (p=0.130). Significant difference was found between the academic records of urban male and female students compared to rural students (p=0.038). Boarder students' results were insignificantly different from those of day scholars (p=0.887). There was no significant difference between the academicperformance of male and female students.

This article uses university administration data to investigate the relation between student behavior (rapid response in finalizing enrolment procedures) and academicperformance. It shows how student solicitude in enrolment, or a lack of it, can be a useful forecast of academic success. Several explanations can be given, including the greater or lesser tendency to procrastinate.

Greater emphasis on student-centered education means that students' perception of their educational environment is important. The ultimate proof of this importance is its effect on academicperformance. The aim of this study was to assess the predictability of dental students' grades as indicator of academicperformance through their perceptions of the educational environment. The Dundee Ready Educational Environment Measure (DREEM) questionnaire was used to assess dental students' perceptions of their educational environment at the University of Dammam, Saudi Arabia, in academic year 2012-13. Aggregate grades in courses were collected at the end of the semester and related to levels of perception of the five DREEM domains using regression analysis. The response rate was 87.1% among all students in Years 2-6. As the number of students perceiving excellence in learning increased, the number of students with A grades increased. Perception of an environment with problems in the atmosphere and social life increased the number of students with D and F grades. There was no relation between any of the DREEM domains and past academicperformance as measured by GPA. This study concludes that these students' academicperformance was affected by various aspects of perceiving the educational environment. Improved perception of learning increased the number of high achievers, whereas increased perception of problems in atmosphere and social life increased the number of low achievers and failing students.

In this paper we empirically studied the relationship between network centrality and academicperformance among a group of 47 PhD students from UNU-MERIT institute. We conducted an independent email survey and relied on social networks theory as well as standard econometric procedures to analyse the data. We found a significant reversed U-shaped relation between network centrality and students' academicperformance. We controlled our results by several node's characteristics such as age, acad...

Student choice plays a prominent role in the undergraduate curriculum in many contemporary medical schools. A key unanswered question relates to its impact on academicperformance. We studied 301 students who were in years 2 and 3 of their medical studies in 2005/06. We investigated the relationship between SSC grade and allocated preference. Separately, we examined the impact of 'self-proposing' (students designing and completing their own SSC) on academicperformance in other, standard-set, summative assessments throughout the curriculum. The chi-squared test was used to compare academicperformance in SSC according to allocated preference. Generalised estimating equations were used to investigate the effect of self-proposing on performance in standard-set examinations. (1) Performance in staff-designed SSC was not related to allocated preference. (2) Performance in year 1 main examination was one of the key predictors of performance in written and OSCE examinations in years 2, 3 and 4 (pAcademicperformance of students who self-proposed at least once in years 2 and/or 3 varied according to gender and year of course. In this study, no association was observed between allocated preference and SSC grade. The effect of self-proposing on academicperformance in standard-set examinations was small. Our findings suggest instead that academically brighter students are more likely to design their own modules. Although student choice may have educational benefits, this report does not provide convincing evidence that it improves academicperformance.

The purpose of this study was to examine the relationship between leadership skills and academicperformance among dyslexic students. The sample for the present study was 103 dyslexic children in grades 3 through 8th. These students attended a school in Austin, Texas that solely educates dyslexic students. The researcher administered the…

This study reports on the effect of student engagement in digital learning activities on academicperformance for 120 students enrolled in an undergraduate finance course. Interactive practice and exam problem files were available to each student, and individual download activity was automatically recorded during the first 50 days of the course.…

The relationship between weight status and academicperformance among 2nd grade students was examined. We hypothesized that overweight and obese students would have poorer grades than students who were normal weight. The sample was composed of 798 ethnically diverse children (White=28%, Black=23%, H...

The purpose of this study is to examine the effect of the teaching quality of culinary arts teachers and student learning satisfaction on the academicperformance of hospitality students. This study surveys the students in hospitality departments at universities in Taiwan. A total of 406 (81.2%) valid questionnaires were received. Research results…

Students studying at universities in England have been defined as customers by the government since the introduction of student tuition fees. Although this approach has been rejected by educators, there is a lack of empirical evidence about the extent to which students express a consumer orientation and its effects on academicperformance. These…

Motivated by an increasing number of international students in UK higher education, this study investigates the effect of year-long placements on the academicperformance of 268 accounting and finance students enrolled between 2006 and 2009. The results show differences between UK and international students although both statistically and…

During the past decades, little research has investigated the effects of immersion scheduling on the psychology classroom. Therefore, we sought to compare academicperformance of students in 2-week immersion psychology courses to that of students in traditional 16-week courses. In Study 1, students who received instruction in a 2-week immersion…

Scholars have agreed that the way in which students perceive their learning environments influences their academicperformance. Empirical studies that focus on architecture students, however, have been very scarce. This is the gap that an attempt is filled in this study. A questionnaire survey of 273 students in a school of architecture in Nigeria…

The author's purpose was to identify potential factors possibly affecting studentperformance in three sequential management-accounting courses: Managerial Accounting (MA), Cost Accounting (CA), and Advanced Managerial Accounting (AMA) within the Saudi Arabian context. The sample, which was used to test the developed hypotheses, included 312…

This study assessed the association of sleep quality with academicperformance among university students in Ethiopia. This cross-sectional study of 2,173 college students (471 female and 1,672 male) was conducted in two universities in Ethiopia. Students were selected into the study using a multistage sampling procedure, and data were collected through a self-administered questionnaire. Sleep quality was assessed using Pittsburgh Sleep Quality Index, and academicperformance was based on self-reported cumulative grade point average. The Student's "t" test, analysis of variance, and multiple linear regression were used to evaluate associations. We found that students with better sleep quality score achieved better on their academicperformance (P value = 0.001), while sleep duration was not associated with academicperformance in the final model. Our study underscores the importance of sleep quality on better academicperformance. Future studies need to identify the possible factors which influence sleep quality other than the academic environment repeatedly reported by other literature. It is imperative to design and implement appropriate interventions to improve sleep quality in light of the current body of evidence to enhance academic success in the study setting.

Purpose This study assessed the association of sleep quality with academicperformance among University students in Ethiopia. Methods this cross sectional study of 2173 college students (471 female and 1672 male) was conducted in two Universities in Ethiopia. Students were selected in to the study using a multistage sampling procedure and data were collected through a self administered questionnaire. Sleep quality was assessed using Pittsburgh sleep quality index and academicperformance was based on self reported cumulative grade point average. The Student ‘t’ test, Analysis of Variance (ANOVA) and multiple linear regression were used to evaluate associations. Results We found that students with better sleep quality score achieved better on their academicperformance (P-value =0.001) while sleep duration was not associated with academicperformance in the final model. Conclusion Our study underscores the importance of sleep quality on better academicperformance. Future studies need to identify the possible factors which influence sleep quality other than the academic environment repeatedly reported by other literature. It is imperative to design and implement appropriate interventions to improve sleep quality in light of the current body of evidence to enhance academic success in the study setting. PMID:23928956

The main aim of this study was to analyze the relationship between the amount of physical activity and academicperformance in 3rd-year secondary education students. The sample was taken from three secondary schools in the area of Barcelona. 284 students (158 girls, 126 boys) with an average age of 14.7 yr. participated. The International Physical Activity Questionnaire was used by students to self-report their amount of physical activity. Students' academic records were obtained for comparisons. Results showed that there was a linear relationship between academicperformance and physical activity; nevertheless, there was a trend to stronger correlation when modeling the relationship between these variables with a quadratic equation. Further research should focus on whether academicperformance and physical activity might be better explained with a second-order equation.

Introduction: School nursing services should be evaluated through health and academic outcomes of students; however, it is observed that the number of studies in this field is limited. The aim of this study is to evaluate the impact of comprehensive school nursing services provided to 4th grade primary school students on academicperformance of students. Methods: The quasi-experimental study was conducted with 31 students attending a randomly selected school in economic disadvantaged area in Turky. Correlation analysis, repeated measures analyses of variance, multiple regression analysis were used to analyze the data with SPSS software. Results: At the end of school nursing practices, an increase was occurred in students' academic achievement grades whereas a decrease was occurred in absenteeism and academic procrastination behaviors. Whilst it was determined that nursing interventions including treatment/ procedure and surveillance was associated to the decrease of absenteeism, it also was discovered that the change in the health status of the student after nursing interventions was related to the increase of the academic achievement grade and the decrease of the academic procrastination behavior score. Conclusion: In this study, the conclusion that comprehensive school nursing services contributed positively to the academicperformance of students has been reached. In addition, it can be suggested that effective school nursing services should include services such as acute-chronic disease treatment, first aid, health screening, health improvement-protection, health education, guidance and counseling and case management.

To find an association between self-reported academicperformance with different socio-demographic factors, health behaviours and mental health amongst university students. This cross-sectional study was conducted at Bahria University, Karachi, from January 2012 to December 2013, and comprised university students of different disciplines. An anonymous, self-reported questionnaire was distributed among the subjects. Convenient sampling technique was used. Demographic information, including age, gender and field of study, were obtained. Depresion was evaluated via Centre for Epidemiological Studies Depression Scale. SPSS 22 was used to analyse data. Of the 813 respondents, 334(41.1%) were males and 479(58.9%) females. The mean age was 19.9±1.8 years. Overall, 126(15.5%) subjects reported excellent, 242(29.8%) very good, 310(38.1%) good, 100(12.3%) satisfactory and 35(4.3%) not satisfactory academicperformance. Residential status of students played a significant role on their academicperformance (p=0.011). Breakfast eating behaviour depicted a significant association with the academicperformance (p=0.04).The proportion of unsatisfactory academicperformances among students having severe sleep disorder was the highest, followed by mild/moderate (p=0.01). The depression scale's item 'troubling in mind' was highly associated with academicperformance (p<0.05). A constructive association existed among healthy behaviours and academicperformance. .

In response to the increase of Higher Education support provided to tutoring programs, this paper presents the design, implementation and evaluation of a tutoring program to improve the academicperformance of at-risk students enrolled in the last year of a nursing degree characterized by academic failure (failed courses). A controlled…

The prevalence and severity of mental health issues are increasing among college students, and such issues pose a threat to health and academicperformance. Purpose: The primary purpose of the study is to examine differences in mental health diagnoses and their related academic impact with a special focus on classification year in college.…

Many U.S. schools use visible security measures (security cameras, metal detectors, security personnel) in an effort to keep schools safe and promote adolescents' academic success. This study examined how different patterns of visible security utilization were associated with U.S. middle and high school students' academicperformance, attendance,…

Test anxiety seems like a benign problem to some people, but it can be potentially serious when it leads to high levels of distress and academic failure. The aim of this study is to define the correlation among high school senior students' test anxiety, academicperformance (GPA) and points of university entrance exam (UEE). The study group of…

The recruitment, selection and retention of nursing students have become crucial in securing the future workforce required by the NHS. Concerns regarding the academicperformance of what is a changing student profile led to an audit being performed to explore the predictive relationship between entry qualifications, age, gender, attendance and academicperformance in a cohort of pre-registration Diploma of Nursing students. Data was collated from a cohort of 154 students. Statistical analysis demonstrated that students with higher level entry qualifications performed consistently better than those with lower level qualifications. Mature students, over the age of 26, achieved better average marks in coursework and examinations that their younger peers. Year 1 performance predicted year 3 performance in both examinations and assignments. Non-attendance was shown to have an impact on academicperformance with a correlation existing between high absenteeism and poor academic achievement. The findings highlight interesting issues for nurse educators relating to academicstudent support particularly in first year; recruitment and selection of the most suitable candidates; absenteeism monitoring and curriculum design.

Generally, in most countries around the world, local medical students outperform, in an academic sense, international students. In an endeavour to understand if this effect is caused by language proficiency skills, we investigated academic differences between local and international MBBS students categorised by native language families. Data were available and obtained for medical students in their first and second years of study in 2002, 2003, 2005 and 2006. Information on social demographics, personal history and language(s) spoken at home was collected, as well as academic assessment results for each student. Statistical analysis was carried out with a dataset pertaining to a total of 872 students. Local studentsperformed better than international students in first- (p language family and origin in the first year (p international students only, there was a main effect for language in the second year (p students from Sino-Tibetan language family backgrounds obtaining higher mean scores than students from English or Indo-European language family backgrounds. Our results confirmed that, overall, local studentsperform better academically than international students. However, given that language family differences exist, this may reflect acculturation rather than simply English language skills.

Introduction: The aim of this study is to analyze the role that Perceived Emotional Intelligence and social competences have on academicperformance. Furthermore, we analyze the role of teacher's expectancies on performance in secondary school students. Method: One hundred ninety three students (50.7% male and 49.3 % female) from the first and…

Teachers must understand the context within which students' performance improvement takes place. Operational effectiveness and strategy are both essential to superior performance and strategy execution is crucial for quality and better students' academic result. ICT can be a catalyst by providing tools which teachers use to improve teaching and…

This research study aims to determine the factors of engineering skills self- efficacy sources contributing on the academicperformance of AMAIUB engineering students. Thus, a better measure of engineering self-efficacy is needed to adequately assess engineering students' beliefs in their capabilities to perform tasks in their engineering…

The decreasing performance of student nurses in the professional licensure examinations (LE) in Ghana is a major concern to stakeholders, especially at a time when the nurse-patient ratio stands at 1: 1500. The study sought to determine the effect of students' demographic and academic characteristics on performance in the Registered General…

Full Text Available Introduction: School nursing services should be evaluated through health and academic outcomes of students; however, it is observed that the number of studies in this field is limited. The aim of this study is to evaluate the impact of comprehensive school nursing services provided to 4th grade primary school students on academicperformance of students. Methods: The quasi-experimental study was conducted with 31 students attending a randomly selected school in economic disadvantaged area in Turky. Correlation analysis, repeated measures analyses of variance, multiple regression analysis were used to analyze the data with SPSS software. Results: At the end of school nursing practices, an increase was occurred in students’ academic achievement grades whereas a decrease was occurred in absenteeism and academic procrastination behaviors. Whilst it was determined that nursing interventions including treatment/ procedure and surveillance was associated to the decrease of absenteeism, it also was discovered that the change in the health status of the student after nursing interventions was related to the increase of the academic achievement grade and the decrease of the academic procrastination behavior score. Conclusion: In this study, the conclusion that comprehensive school nursing services contributed positively to the academicperformance of students has been reached. In addition, it can be suggested that effective school nursing services should include services such as acute-chronic disease treatment, first aid, health screening, health improvement-protection, health education, guidance and counseling and case management.

Introduction: School nursing services should be evaluated through health and academic outcomes of students; however, it is observed that the number of studies in this field is limited. The aim of this study is to evaluate the impact of comprehensive school nursing services provided to 4th grade primary school students on academicperformance of students. Methods: The quasi-experimental study was conducted with 31 students attending a randomly selected school in economic disadvantaged area in Turky. Correlation analysis, repeated measures analyses of variance, multiple regression analysis were used to analyze the data with SPSS software. Results: At the end of school nursing practices, an increase was occurred in students’ academic achievement grades whereas a decrease was occurred in absenteeism and academic procrastination behaviors. Whilst it was determined that nursing interventions including treatment/ procedure and surveillance was associated to the decrease of absenteeism, it also was discovered that the change in the health status of the student after nursing interventions was related to the increase of the academic achievement grade and the decrease of the academic procrastination behavior score. Conclusion: In this study, the conclusion that comprehensive school nursing services contributed positively to the academicperformance of students has been reached. In addition, it can be suggested that effective school nursing services should include services such as acute-chronic disease treatment, first aid, health screening, health improvement-protection, health education, guidance and counseling and case management. PMID:28299293

Programs offering accelerated baccalaureate (BSN) curricula to students with bachelor's degrees in other fields are growing in popularity. Such students' academic ability may differ from that of students pursuing the BSN as their first degree, due to academic maturity, greater confidence, and polished study skills. This study directly compared accelerated second-degree BSN and traditional BSN students under controlled conditions matched for identical instruction and performance measures. Outcomes analyzed included class test scores, nationally standardized examination scores, skills laboratory performance, and final course grades. Age, as a possible factor of any such differences, was also analyzed. The accelerated studentsperformed significantly higher on every measure than did the students in the traditional program. Age was not found to be predictive of success in either group. Recommendations include modification of teaching strategies to accommodate accelerated students capable of higher performance.

Full Text Available Abel Gedefaw,1 Birkneh Tilahun,2 Anteneh Asefa3 1Department of Gynecology and Obstetrics, 2Department of Pediatrics and Child Health, 3School of Public and Environmental Health, College of Medicine and Health Sciences, Hawassa University, Hawassa, Ethiopia Background: This study was conducted to identify predictors of self-reported academicperformance in undergraduate medical students at Hawassa University. Methods: An analytical cross-sectional study involving 592 undergraduate medical students was conducted in November 2012. The academicperformance of the study subjects was measured by self-reported cumulative grade point average (GPA using a self-administered questionnaire. Data were entered and analyzed using Statistical Package for the Social Sciences version 16 software. Pearson's bivariate correlations, multiple linear regression, and multiple logistic regression were used to identify predictors of academicperformance. Results: The self-reported academicperformance of students had been decreasing as the academic years progressed, with the highest and lowest performance being in the premedicine (mean GPA 3.47 and clinical I (mean GPA 2.71 years, respectively. One hundred and fifty-eight (26.7% of the participants had ever been delayed, 37 (6.2% had ever re-sat for examination, and two (0.3% had ever been warned due to academic failure. The overall variation in self-reported academicperformance of the students was 32.8%. Participant age alone explained 21.9% of the variation. On the other hand, university entrance examination results, substance use at university, and medicine as first choice by students were identified as predictors of variation in self-reported academicperformance, accounting for 6.9%, 2.7%, and <1% of the variation, respectively. Students who had never used tobacco, alcohol, or khat after starting university were twice as likely to score a self-reported cumulative GPA above 3.0 (adjusted odds ratio 1.95, 95

Physical activity is beneficial to children’s health, yet academic pressures limit opportunities for students throughout the school day. The purpose of this study was to determine the effect of a classroom PA intervention on studentacademicperformance outcomes. Intervention participants (n=15) received daily PA breaks. Reading and mathematics fluency, PA, grades, and standardized test scores were collected. Effects of the intervention were examined using mixed-design ANOVAs. Intervention st...

The high academicperformance of medical students greatly influences their professional competence in long term career. Meanwhile, medical students greatly demand procuring a good quality of life that can help them sustain their medical career. This study examines validity and reliability of the tool among preclinical students and testifies the influence of their scholastic performance along with gender and academic year on their quality of life. A cross sectional study was conducted by distributing World Health Organization Quality of Life, WHOQOL-BREF, survey among medical students of year one to three at Alfaisal University. For validity, item discriminate validity(IDV) and confirmatory factor analysis were measured and for reliability, Cronbach's α test and internal item consistency(IIC) were examined. The association of GPA, gender and academic year with all major domains was drawn using Pearson's correlation, independent samples t-test and one-way ANOVA, respectively. A total of 335 preclinical students have responded to this questionnaire. The construct has demonstrated an adequate validity and good reliability. The high academicperformance of students positively correlated with physical (r = 0.23, p student scored higher than female peers in physical and psychological health. This study has identified a direct relationship between the academicperformance of preclinical students and their quality of life. The WHOQOL-BREF is a valid and reliable tool among preclinical students and the positive direction of high academicperformance with greater QOL suggests that academic achievers procure higher satisfaction and poor achievers need a special attention for the improvement of their quality of life.

Examines whether extracurricular activity participation (EAP) enhances the academicperformance of high school students. Analyzed 123 students who played interscholastic soccer. Results indicate that EAP does not harm and may enhance academicperformance. Male athletes showed in-season improvements in academicperformance. Discusses implications…

Prior studies have placed emphasis on the need for adequate total sleep time for studentperformance. We sought to investigate the relative importance of total sleep time compared to the timing of sleep and wakefulness for academicperformance. We performed a questionnaire-based survey of college students in October 2007. The questionnaire gathered detailed information on sleep habits including naps, reasons for missing sleep, academicperformance, study habits, time spent working outside of school, and stimulant use. Compared to those with the lowest academicperformance, students with the highest performance had significantly earlier bedtimes (p = 0.05) and wake times (p = 0.008). Napping tended to be more common among high performers (p = 0.07). Of importance, there were no significant differences in total sleep time with or without naps, weekend sleep habits, study time, gender, race, reasons for staying up at night, nor in use of caffeinated beverages, over-the-counter stimulant pills, or use of prescription stimulants. Timing of sleep and wakefulness correlated more closely with academicperformance than total sleep time and other relevant factors. These findings have important implications for programs intended to improve academicperformance by targeting sleep habits of students.

Very little is known about the impact of the different types of feedback on students' academicperformance. This article explores students' preference in the use of audio and written feedback and how each type of feedback received by students impacts their academicperformance in subsequent assignments. The study involved 68 students who were…

Introduction: A study was conducted on final year diagnostic radiography students at a University of Technology in Durban. The aim of the study was to investigate the final year diagnostic radiography students' opinions and views on academicperformance in order to inform teaching and learning methods. The objectives were: •To explore the students' opinions regarding poor performance. •To identify strategies to improve academicperformance. Method: A qualitative, interpretive approach was used to explain and understand the students' lived experiences of their academicperformances. A short open ended questionnaire was administered to a cohort of final diagnostic radiography students following feedback on a written assessment. Questionnaire responses were then manually captured and analyzed. Results: Five (5) themes were identified that could possibly be associated with poor academicperformance. These themes were, poor preparation, lack of independent study, difficulty in understanding learning content and misinterpretation of assessment questions, inefficient studying techniques as well as perceived improvement strategies. Conclusion: Students identified their inadequate preparation and the lack of dedicated independent studying as the main reasons for poor performance. Students preferred to be taught in an assessment oriented manner. However their identified improvement strategies were aligned with the learner centred approach.

To investigate medical students' career choice motivation and its relationship with their academic interest and performance. We conducted a cross-sectional study in a sample (n=207) of medical students at a private medical school in Korea, stratified by year of medical course. Data about participant demographics, career choice motivation and academic interest were collected using a self-report questionnaire. The item on career choice motivation enquired about the respondents' main reason for applying for medical school among 8 possible response options, which comprised two components of career choice motivation: intrinsic and extrinsic. The participants' levels of academic interest were measured in a Likert-type question. Participants' academic interest and Grade Point Averages (GPAs) were compared across the groups of different career motivations along with analyses of their admission scores for baseline comparisons. A total of 195 students completed the questionnaire (94%response rate). Seventy-four percent, (n=145; the intrinsic group) of the participants chose reasons related to intrinsic motivation, 22% (n=42; the extrinsic group) chose reasons pertaining to extrinsic motivation, and 4% (n = 8) chose other reasons for applying to medical school. The intrinsic group outperformed the extrinsic group in their GPAs, although their prior academic achievements did not differ significantly. The intrinsic group showed significantly higher levels of academic interest and also performed better in the admission interviews. Our study illustrates differences in medical students' academic interest and performance across career choice motivations. Further research is warranted to establish the predictive power of medical students' career choice motivation and academic interest on their academicperformance.

Nursing students are increasingly undertaking paid term-time employment to finance their living expenses and studies. However the type and duration of this part-time work is unknown; furthermore there is a limited evidence on the extent to which this part-time employment is impacting on academicperformance and the student\\'s experience of higher education. To address this shortfall this study undertook a cross-sectional survey of undergraduate nursing students to explore the incidence of student involvement in term-time employment and to develop an understanding of the relationship of employment on student\\'sacademic and clinical achievement, and on their experience of higher education. The results found that the vast majority of the sample were working in part-time employment during term-time. The average number of hours worked per week was sixteen. The number of hours worked per week was found to be a predictor of course performance, the student\\'s experience of college and grades achieved. Students who worked greater hours reported negative outcomes in each of these three domains. The findings also support the contention that it is not working per se that has a detrimental effect on student outcomes but the numbers of hours\\' students are actually working while attending college. Therefore policy makers, educationalists and health service providers need to be aware of the burden that nursing students may have to contend with in combining work with their academic studies.

As part of a retention and academic support program, data was collected to develop a predictive model of studentperformances in core classes in a Diagnostic Medical Sonography (DMS) program. The research goal was to identify students likely to have difficulty with coursework and provide supplemental tutorial support. The focus was on the…

This paper explores the importance and effects of parents' and teachers' attitudes on students' academicperformance in music. To this end, the research literature on the effects of parental and teacher behaviour on the behaviour of their children and students is reviewed, focusing on parents' and teachers' emotional skills. The review looks at…

The literature on serious games (SGs) indicates that they are very useful tools to improve the teaching/learning process. In this paper, we analyze some potential benefits of a SG on academicperformance of undergraduate accounting students. The database is comprised of scores obtained by students during an undergraduate discipline related with…

We examined the role of cultural representations of self (i.e., interdependence and independence) and positive relationships (i.e., trust for teachers) in academicperformance (i.e., self-reported grades) for Native American ("N"?=?41) and European American ("N"?=?49) high school students. The Native American students endorsed…

Introduction: This study explores the level of assertiveness in various samples of students from Primary and Secondary Education. With the data obtained, on the one hand, we analyzed the relation between assertiveness and academicperformance and, on the other, we verified whether students who are excluded from the norm, either because of their…

The goal of this study was to determine if on-line out-of-class quizzing would lead to increases in (a) classroom engagement (b) academicperformance and (c) preparation perception of college students. Twenty-four sophomore level students enrolled in a required functional anatomy course participated in this study. Results from this study indicate…

Self-report data from 2,088 sixth-grade students in 11 middle schools in North Carolina were combined with administrative data on their eighth-grade end-of-the-year achievement scores in math and reading to examine the influence of students' perceived parental school behavior expectations on their academicperformance. Through use of multilevel…

The present study examines the dynamic relationship between academicperformance of high school students and their respective learning and study strategies. Two hundred thirty-six high school students were recruited to participate in this study by completing a Chinese version of the Learning and Study Strategies Inventory--LASSI, to probe into the…

The virtual classroom and distance education have created new teaching pedagogy. This study was carried out to investigate Virtual Classroom Instruction on AcademicPerformance of Educational Technology Students in Distance Education, Enugu State. The population for this study was limited to the Students in National Open University, Enugu study…

Three studies were combined to examine the effects of creativity and imagination on the academicperformance of design students. Study 1 conducted an exploratory factor analysis to determine the most appropriate structure of the Creativity Capability Scale (CCS) in a sample of 313 college students. The scale was a new self-report measure, and it…

This study was intended to establish whether self-esteem and study habits correlate with academicperformance among university students. Research conducted was descriptive observational, multivariate or cross-sectional factorial in nature. The study population consisted of 196 students enrolled in a Basic Mathematics 1 class at the School of…

This study explores the effect of teaching methods on the academicperformance of students in accounting courses. The study was carried out over two semesters at a well-known university in Turkey in principles of financial accounting and managerial accounting courses. Students enrolled in the courses were assigned to treatment and control groups.…

This study investigated the effects of the cooperative and competitive learning on academicperformance of students in mathematics in order to find out which one of them is the more effective learning strategy. The sample of the study was 400 Senior Secondary Schools III, Mathematics students made up of 240 boys and 160 girls randomly selected…

This prospective study using self-determination theory was conducted to predict the students' motivation and academicperformance based on their perceived teachers' humanistic vs. authoritarian orientations in the classrooms. The sample consisted of 300 students aged 14-18 years taken from different schools of Multan. The Pupil Control Behavior…

Meta-analyses have shown the positive effects of strategy instruction on studentperformance; however, little meta-analytical research has been conducted on its long-term effects. We examined the long-term effects of 48 metacognitive strategy instruction interventions on studentacademic

The purpose of this study was two-fold in nature. First, this study sought to identify whether extracurricular participation for students in a rural, Grades 7-12 building created significant differences when examining academicperformance, attendance, gender, lunch status, and student discipline compared to their non-participant peers. Secondly,…

The paper examined gender, geography location, achievement goals and academicperformance of senior secondary school students in Borno State, Nigeria. The sample consists of 827 students from 18 public boarding secondary schools across South and North of Borno State: 414 (50.1 per cent) males and 413 (49.9 per cent) are females; 414 (50.1 per…

BACKGROUND To improve support and justification for health promotion efforts in schools, it is helpful to understand how students’ health behaviors affect academicperformance. METHODS Fifth grade students completed an online school administered health survey with questions regarding their eating behavior, physical activity, academicperformance, and sleep patterns. Differences in health behaviors were examined by sex, self-reported weight status, and sufficient (≥ 9 hours) versus insufficient sleep. Logistic regression was used to determine the relationship between academicperformance and the health behaviors. RESULTS One-third of the sample did not get the recommended amount of physical activity and more than half of the students watched TV ≥ 2 hours/day. Self-reported overweight status was related to lower self-reported academicperformance, fewer lunch and breakfast occasions, less physical activity, not meeting the recommendations for vegetable and soda consumption as well as hours of TV watching. Sufficient sleep (≥ 9 hours/night) was associated with better grades, meeting the recommended hours of daily TV watching and video game playing, being more physically active and increased breakfast and lunch frequency. Percentage of serving free/reduced lunch, soda consumption, breakfast frequency, amount of physical activity, and TV watching were associated with academicperformance. CONCLUSION More positive health behaviors generally were associated with better academicperformance. Promoting healthy behaviors in schools might improve not only students’ health academicperformance as well. PMID:23331266

Nowadays, no student can ever pursue the ends of his studies unless he makes use of his information literacy skills. To become lifelong learners, they do need these skills. Information literacy is a set of information needed for searching, retrieval, evaluating, and making best use of information. This study uncovers the relationship between information literacy and academicperformance among students at Isfahan University of Medical Sciences. This is a practical study using a survey method. All MA students in Isfahan University of Medical Sciences make the statistical population for this study, according to the sample size determined by using Cochran formula 265 samples that were selected by stratified random sampling. Data collection was through information literacy questionnaires designed by Davarpanah and Siamak, verified by Library and Information Sciences experts; and finally, gave a Cronbach's alpha of 0.83. To determine academicperformance, the average scores of the students in previous semesters were considered. The information literacy of all other students was significantly higher than medium except for students at Nursing and Nutrition faculties. The students of Management and Information Sciences faculty had the highest level of information literacy and students of nutrition faculty were attributed with the least level. There was no significant difference between male and female students' information literacy. We also found out that there was a significant positive relationship between information literacy and students' academicperformance in Isfahan University of Medical Sciences. Information literacy is one of the most important factors that leads to educational success. As there is a significant positive relationship between information literacy and students' academicperformance, we should necessarily provide them with relative skills dealing with information literacy to improve their academicperformance.

This study examines the association between emotional intelligence and its influence on academicperformance on medical students to see if emotional intelligence emerges as a significant influencer of academic achievement. The instrument used is the Trait-Meta Mood Scale (TMMS), a 30-item self-report questionnaire designed to measure an individual's perceived emotional intelligence (PEI). Participants are required to rate the extent to which they agree with each item on a 5-point Likert scale. The TMMS consists of three subscales - Attention to Feelings (which measures the extent to which individuals notice and think about their feelings, Clarity (which measures the extent to which an individual is able to discriminate among different moods) and Mood Repair (related to an individual's ability to repair/terminate negative moods or maintain pleasant ones). Of special interest is whether high scores in the Clarity and Repair subscales correlate positively with academicperformance, and whether high scores on the Attention subscale, without correspondingly high scores in the Clarity and Mood Repair subscales, correlates negatively with academicperformance. Sample population includes all medical students (Years 1-5) of the MD program in UCSI University, Malaysia. Preliminary analysis indicates no significant relationship between overall TMMS scores and academicperformance; however, the Attention subscale is significantly correlated to academicperformance. Therefore even though PEI has to be ruled out as an influencer on academicperformance for this particular sample, the fact that Attention has a significant relationship with academicperformance may give some insight into the factors that possibly influence medical students' academicperformance.

Students should be encouraged to become reflexive and develop autonomous, lifelong learning habits. Therefore, teachers should focus on learning strategies which stimulate autonomous learning. To assess the impact of a self-directed teaching methodology on the academicperformance of medical students in cellular biology and biochemistry. During 2013, 85 students received a traditional teaching methodology and during 2014, 85 students received a self-directed learning methodology. The grades obtained and the number of failures in the courses of cellular biology and biochemistry were compared in both groups. The percentages of students approved at the end of the courses during 2013 and 2014 were 64 and 96% respectively (p < 0.01). The grades obtained by the 2014 students were also significantly higher than those obtained by 2013 students. This study confirms that academicperformance improves with a self-directed teaching approach.

Predicting studentacademicperformance has long been an important research topic in many academic disciplines. The present study is the first study that develops and compares four types of mathematical models to predict studentacademicperformance in engineering dynamics--a high-enrollment, high-impact, and core course that many engineering…

Trait procrastination is believed to be highly prevalent among college students and detrimental to their educational performance. As the scenario among dental students is virtually unknown, this study was conducted to evaluate the prevalence of trait procrastination among dental students and to analyze its influence on their academicperformance. A total of 174 fourth-year dental students from three dental colleges in India voluntarily completed the Lay's Procrastination Scale-student version (LPS). The mean percentage marks scored in the subsequent final university examinations were used as a measure of academicperformance. The descriptive statistics were computed to evaluate the prevalence of significant procrastination (LPS score ≥60). Mann-Whitney U test and multiple linear regressions were used to assess the influence of age and gender on procrastination severity, and the latter was again used to analyze the association between procrastination severity and academicperformance. The results indicated that 27 percent (n=47) of the students exhibited a significant extent of trait procrastination; neither age nor gender affected its severity (pProcrastination had a significant and negative impact on the academicperformance of the student (beta=-0.150, p=0.039). These findings highlight the need for active measures to reduce the causes and consequences of procrastination in dental education.

BACKGROUND: This paper argues for giving explicit attention to the quality of implementation of school-wide mental health promotions and examines the impact of implementation quality on academicperformance in a major Australian mental health initiative. METHOD: Hierarchical linear modelling was used to investigate change in standardised academicperformance across the 2-year implementation of a mental health initiative in 96 Australian primary (or elementary) schools that was focused on improving student social-emotional competencies. RESULTS: After controlling for differences in socioeconomic background, a significant positive relationship existed between quality of implementation and academicperformance. The difference between students in high- and low-implementing schools was equivalent to a difference in academicperformance of up to 6 months of schooling. KEY PRACTITIONER MESSAGE: Given the known relationship between studentacademic achievement and mental health, many nations are mounting school-based mental health interventions: however, the quality of program implementation remains a concernThe Australian KidsMatter primary school mental health intervention enabled the development of an Implementation Index allowing schools to be grouped into low- to high- implementing schoolsThe quality of implementation of KidsMatter appears to be positively associated with the level of studentacademic achievement, equivalent to 6 months more schooling by Year 7, over and above any influence of socioeconomic background.

Full Text Available This is a descriptive study aimed to determine the attributions of academicperformance of third year and fourth year biology major students in the College of Education, West Visayas State University, School Year 2013-2014. The academicperformance were categorized or measured in terms of test, projects, workbooks, and laboratory experiments, class participation, and attendance. The Attributions in academicperformance were evaluated using the closed-form questionnairechecklist,categorized intoin termsof ability, effort, luck, or task difficulty. Mean frequency, mean percentage, Mann-Whitney U-test, two-sampled test set at 0.05 level of significance were used to determine if there were significant difference in the attribution when the students were taken according to their year level. The result of the study revealed that the Third Year biology majors attributed their academicperformance to effort which is shown to have the highest percentage attribution in overall rank. There was no significant difference in the attributions of academicperformance for third year and fourth year biology major students in termsof test, whilethe result forprojects, workbooks, and laboratory experiment and class participation and attendance categories,was found out to havea significant difference in the attributionfor the third and fourth years biology Major students’ academicperformances.

Medical students in academic difficulty are often described as lacking insight. The Self Reflection and Insight Scale (SRIS) is a tool for measuring insight which has been validated in medical students. We investigated whether self reflection and insight scores correlate with academicperformance in Year 4 medical students from a six year undergraduate medical degree, and whether self reflection and insight changes after one year of clinical training. Self reflection and insight scores were measured in 162 students at the start of Year 4 at the University of Western Australia. Performance in end of year written and clinical exams was monitored and correlated with SRIS. Seventy of the students were surveyed again at the start of Year 5 to see if scores changed or were stable after one year of full time clinical training. We found no correlation between self reflection or insight and academicperformance in written and clinical exams. There was a significant increase in recognition of the need for self reflection in Year 5 compared with Year 4. While no correlation was found between this measure of self reflection and insight with academicperformance, there was an increase in students' recognition of the need for reflection after one year of clinical studies. This study is a valuable first step towards a potentially exciting research domain and warrants further longitudinal evaluation with larger cohorts of students using additional measures of achievement.

Academicperformance is a product of the complex environment that surrounds the student, shaped by aspects such as intensity of study, motivation and context of relationships, which affect the academic achievement of individuals. There may be other psychological or emotional factors, such as anxiety, level of psychological well-being, and behavior strategies for effective adaptation to concrete environment demands and their associated emotional stress. This research study aims at determining the level of psychological well-being and coping strategies in students of the Basic Common Cycle of studies leading to an MD degree in the School of Medicine of the National University of Córdoba, Argentina. This is an observational study based on a "Questionnaire on determiners of academicperformance", that was answered by 374 students. Data was processed using statistical bivariate analysis (psituations" by means of "problem solving". Students with "R/I (Regular/Insufficient) academicperformance" declare "dissatisfaction with most aspects of their personalities", feel unable to give a satisfactory response to environment demands, and assume "avoidance behaviors" as coping strategies. Studentacademicperformance is associated with psychological well-being, feeling of satisfaction with achievements, and coping with stressful situations.

Within this scope, “performance anxiety” grades of students being educated in music education branches, conservatories and fine arts were assessed in respect to different variables (n=306). Research was carried out in order to reveal how relations of performance anxiety and academic success levels of students receiving professional music education in different universities could differ among variables. “Kenny Music Performance anxiety” inventory developed by Kenny (2004) a...

Medical students from ethnic minorities underperform in knowledge and skills assessments both in pre-clinical and clinical education compared to the ethnic majority group. Motivation, which influences learning and academicperformance of medical students, might play an important role in explaining these differences, but is under-investigated. This study aimed to compare two types of motivation (autonomous and controlled) of ethnic minority (Western and non-Western) and majority (Dutch) students, and their association with academicperformance. In a cross-sectional study, all students of a Dutch medical school were invited to complete a survey including the Academic Self-Regulation Questionnaire, measuring autonomous and controlled motivation, in the academic year 2015-2016. Motivation was compared using Kruskal-Wallis test and performance was compared using One-Way ANOVA. Linear regression analysis was used to determine the association between motivation and performance (grade point average; GPA). The response rate was 38.6% (n = 947). Autonomous motivation (AM) of non-Western students was higher than that of Dutch students in pre-clinical and clinical education (p performance also differs between ethnic groups. We found that AM has a positive influence on GPA. Further research is needed to uncover the underlying mechanisms.

Medical students are exposed to high amounts of stress. Stress and poor academicperformance can become part of a vicious circle. In order to counteract this circularity, it seems important to better understand the relationship between stress and performance during medical education. The most widespread stress questionnaire designed for use in Medical School is the "Perceived Medical School Stress Instrument" (PMSS). It addresses a wide range of stressors, including workload, competition, social isolation and financial worries. Our aim was to examine the relation between the perceived Medical School stress of undergraduate medical students and academicperformance. We measured Medical School stress using the PMSS at two different time points (at the end of freshman year and at the end of sophomore year) and matched stress scores together with age and gender to the first medical examination (M1) grade of the students (n = 456). PMSS scores from 2 and 14 months before M1 proved to be significant predictors for medical students' M1 grade. Age and gender also predict academicperformance, making older female students with high stress scores a potential risk group for entering the vicious circle of stress and poor academicperformance. PMSS sum scores 2 and 14 months before the M1 exam seem to have an independent predictive validity for medical students' M1 grade. More research is needed to identify potential confounders.

The world is extensively changed by Social Networks Sites (SNSs) on the Internet. A large number of children and adolescents in the world have access to the internet and are exposed to the internet at a very early age. Most of them use the Social Networks Sites with the purpose of exchanging academic activities and developing a social network all…

( Brunning, Schraw, Norby &Ronning, 2004). The Internet has liberated scholarship from the academic, social, legal, political, economic and geographical constraints associated with traditional print media (Kuma & Kaur 2006). This liberation has had a major effect on scholar's research capacity and productivity. It has also ...

Full Text Available Background: Although sleep disorders are common problems among families and they affect the learning, memory processes and academicperformance of children, there is no evaluation of these disorders in Iran. The aim of this study was to assess the prevalence of sleep disorders and its association with academicperformance of school age children.Materials and Methods: A cross-sectional study was conducted on 1,100 middle school students of Isfahan city of Iran during 2012-2013. Multi-stage random cluster sampling method was performed and five girl’s schools and five boy’s schools were selected. The data gathered with a validated questionnaire to evaluate the academicperformance and sleep disorders.Results: The mean duration of nocturnal sleep was 8.38±1.17 which was significantly higher in the group with excellent academicperformance (8.86±1.18 hours, than the other two groups (8.14±1.17 hours for average academicperformance and 7.90±1.15 hours for poor academicperformance. Academicperformance was significantly associated with age, gender, parental occupation, nocturnal sleep time, sleep latency and sleep disorders (P

Full Text Available BACKGROUND: Alcoholic beverages are widely available in the university environment, particularly at the parties. There are few studies addressing the relationship between alcohol consumption and academicperformance among college students. OBJECTIVE: This study evaluated the behavior of college students regarding the profile of alcohol consumption and its academic consequences. METHODS: The volunteers (343 students answered a questionnaire about their pattern of alcohol consumption and possible related behaviors, especially academicperformance. Participants were classified as "non-drinkers" (ND, "non-binge drinkers" (nBD, "binge drinkers" (BD and "heavy drinkers" (HD. RESULTS: 88.1% of the students reported ingesting alcoholic beverages, 44% as BD. Most of the drinker students (75.5% - nBD, BD or HD stated getting intoxicated at least once a month. Binge drinking was the predominant pattern (66.2% of those who drank. HD students presented a risk 9.2 times higher of not being in the ideal period of the course. DISCUSSION: The college students evaluated presented high rates of alcohol abuse. Binge drinking might have interfered in their academicperformance. Organic, social and behavioral consequences were also reported.

Background The medical student population is believed to be at an increased risk for sleep deprivation. Little is known about students? perceptions towards sleep deprivation and its relationship to academicperformance. The aim of study is to explore the perceptions of medical students and their academic advisors about sleep deprivation and its relationship to academicperformance. Methods The study took place at Alfaisal University, College of Medicine, Riyadh, Saudi Arabia. An online, anony...

Objective: Identify the frequency of use of non-medicated amphetamines and othersubstances to improve academicperformance in students of the University of Manizales(Manizales, Colombia).Materials and methods: A cross sectional study was realized. The population was of3616 students of all the faculties of the University of Manizales, with a representativesample of 309 students. An anonymous sur5vey was made in order to collect informationwhich allowed to identify the consumption of amphetamin...

This paper examined the correlation between chemistry student?sacademicperformance and entrepreneurial ability when told saponification reaction using kitchen resources. Saponification reaction was taught using kitchen resources such as, ashes from unripe plantain, ashes from cocoa pods peels, ashes from oil palm husks, vegetable oil, coconut oil and kernel oil. The sample comprised of 50 students from Community Secondary School, Akparabong in Ikom Local Government Area of Cross River State...

The study seeks to establish scientific evidence of the factors affecting academicperformance for first year accounting students using four selected courses at the University of Zimbabwe. It uses Ordinary Least Squares method to analyse the influence of personal and family background on performance. The findings show that variables age gender,…

Medical schools use a variety of preadmission indices to select potential students. These indices generally include undergraduate grade point average (GPA), Medical College Admission Test (MCAT) scores, and preadmission interviews. To investigate whether the admission indices used by Midwestern University Arizona College of Osteopathic Medicine are associated with the academic and clinical performance of their students. Associations between the prematriculation variables of undergraduate science GPA, undergraduate total GPA, MCAT component scores, and interview scores and the academic and clinical variables of the first- and second-year medical school GPA, Comprehensive Osteopathic Medical Licensing Examination-USA (COMLEX-USA) Level 1 and Level 2-Cognitive Evaluation (CE) total and discipline scores, scores in clinical rotations for osteopathic competencies, COMLEX-USA Level 2-Performance Evaluation passage, and match status were evaluated. Two-tailed Pearson product-moment correlations with a Bonferroni adjustment were used to examine these relationships. The traditional predictors of science and total undergraduate GPA as well as total and component MCAT scores had small to moderate associations with first- and second-year GPA, as well as COMLEX-USA Level 1 and Level 2-CE total scores. Of all predictors, only the MCAT biological sciences score had a statistically significant correlation with failure of the COMLEX-USA Level 2-Performance Evaluation examination (P=.009). Average interview scores were associated only with the osteopathic competency of medical knowledge (r=0.233; n=209; P=.001), as assessed by clerkship preceptors. No predictors were associated with scores in objective structured clinical encounters or with failing to match to a residency position. The data indicate that traditional predictors of academicperformance (undergraduate GPA, undergraduate science GPA, and MCAT scores) have small to moderate association with medical school grades and

Nursing students are increasingly undertaking paid term-time employment to finance their living expenses and studies. However the type and duration of this part-time work is unknown; furthermore there is a limited evidence on the extent to which this part-time employment is impacting on academicperformance and the student's experience of higher education. To address this shortfall this study undertook a cross-sectional survey of undergraduate nursing students to explore the incidence of student involvement in term-time employment and to develop an understanding of the relationship of employment on student's academic and clinical achievement, and on their experience of higher education. The results found that the vast majority of the sample were working in part-time employment during term-time. The average number of hours worked per week was sixteen. The number of hours worked per week was found to be a predictor of course performance, the student's experience of college and grades achieved. Students who worked greater hours reported negative outcomes in each of these three domains. The findings also support the contention that it is not working per se that has a detrimental effect on student outcomes but the numbers of hours' students are actually working while attending college. Therefore policy makers, educationalists and health service providers need to be aware of the burden that nursing students may have to contend with in combining work with their academic studies.

Full Text Available Introduction: Self-care activities, including exercise, may be neglected by medical students in response to increasing academic demands. Low levels of exercise among medical students may have ripple effects on patient care and counseling. This study investigates the reciprocal role of recreation use and academicperformance among first-year medical students. Methods: We combined retrospective administrative data from four cohorts of first-year medical students at the University of Illinois at Urbana-Champaign from 2006 to 2010 (n=408. We estimated regression models to clarify the role of changes in recreation use before examinations on changes in academicperformance, and vice versa. Results: The use of recreation facilities by first-year medical students was highly skewed. We found that changes in recreation use before an exam were positively associated with changes in exam performance, and vice versa. Students who make large decreases in their recreation use are likely to decrease their exam scores, rather than increase them. Discussion: Students who make decreases in their recreation, on average, are likely to decrease their exam scores. These findings suggest that medical students may be able to boost their achievement through wellness interventions, even if they are struggling with exams. We find no evidence that decreasing wellness activities will help improve exam performance.

This article investigates international students' challenges, such as financial, English proficiency, loneliness/homesickness in the United States. In addition, it assesses how these students coped with such difficulties by making use of resources on campus, such as an international center, writing center, counseling center, and the student…

Studies show that 9.4% to 38.2% of university students are suffering from insomnia. However, research data in developing countries is limited. Thus, the aim of the study was to assess insomnia and its temporal association with academicperformance. Institution based cross-sectional study was conducted with 388 students at Debre Berhan University. Data were collected at the nine colleges. Logistic and linear regression analysis was performed for modeling insomnia and academicperformance with a p value threshold of 0.05, respectively. Data were entered using EPI-data version 3.1 and analyzed using SPSS version 20. The prevalence of insomnia was 61.6%. Field of study ( p value = 0.01), worshiping frequency ( p value = 0.048), marital status ( p value = 0.03), and common mental disorder ( p value academicperformance ( p value = 0.53, β = -0.04). Insomnia explained 1.2% ( r 2 = 0.012) of the difference in academicperformance between students. Nearly 3 out of 5 students had insomnia. We recommended that universities would endorse sleep quality and mental health illness screening programs for students.

Full Text Available Introduction. Studies show that 9.4% to 38.2% of university students are suffering from insomnia. However, research data in developing countries is limited. Thus, the aim of the study was to assess insomnia and its temporal association with academicperformance. Methods and Materials. Institution based cross-sectional study was conducted with 388 students at Debre Berhan University. Data were collected at the nine colleges. Logistic and linear regression analysis was performed for modeling insomnia and academicperformance with a p value threshold of 0.05, respectively. Data were entered using EPI-data version 3.1 and analyzed using SPSS version 20. Results. The prevalence of insomnia was 61.6%. Field of study (p value = 0.01, worshiping frequency (p value = 0.048, marital status (p value = 0.03, and common mental disorder (p value < 0.001 were identified associated factors of insomnia. There was no significant association between insomnia and academicperformance (p value = 0.53, β = −0.04. Insomnia explained 1.2% (r2 = 0.012 of the difference in academicperformance between students. Conclusions. Nearly 3 out of 5 students had insomnia. We recommended that universities would endorse sleep quality and mental health illness screening programs for students.

Introduction Studies show that 9.4% to 38.2% of university students are suffering from insomnia. However, research data in developing countries is limited. Thus, the aim of the study was to assess insomnia and its temporal association with academicperformance. Methods and Materials Institution based cross-sectional study was conducted with 388 students at Debre Berhan University. Data were collected at the nine colleges. Logistic and linear regression analysis was performed for modeling insomnia and academicperformance with a p value threshold of 0.05, respectively. Data were entered using EPI-data version 3.1 and analyzed using SPSS version 20. Results The prevalence of insomnia was 61.6%. Field of study (p value = 0.01), worshiping frequency (p value = 0.048), marital status (p value = 0.03), and common mental disorder (p value academicperformance (p value = 0.53, β = −0.04). Insomnia explained 1.2% (r2 = 0.012) of the difference in academicperformance between students. Conclusions Nearly 3 out of 5 students had insomnia. We recommended that universities would endorse sleep quality and mental health illness screening programs for students. PMID:28752093

In the longitudinal study presented here, we tested the theoretical assumption that children's task-focused behavior in learning situations mediates the associations between supportive interpersonal environments and academicperformance. The sample consisted of 2,137 Finnish-speaking children. Data on supportive interpersonal environments (characterized by authoritative parenting, positive teacher affect toward the child, and peer acceptance) were gathered in Grade 1. The children's task-focused behavior was measured in Grades 2 and 3, and academicperformance was measured in Grades 1 and 4. The results supported our assumption by showing that all three supportive environments were positively associated with children's subsequent academicperformance via increased task-focused behavior in learning situations. These findings suggest that students' academicperformance can be promoted by increasing the support they receive from peers, parents, and teachers because such increased support leads to better task focus in learning tasks.

Many U.S. schools use visible security measures (security cameras, metal detectors, security personnel) in an effort to keep schools safe and promote adolescents' academic success. This study examined how different patterns of visible security utilization were associated with U.S. middle and high school students' academicperformance, attendance, and postsecondary educational aspirations. The data for this study came from two large national surveys--the School Crime Supplement to the National Crime Victimization Survey (N = 38,707 students; 51% male, 77% White, MAge = 14.72) and the School Survey on Crime and Safety (N = 10,340 schools; average student composition of 50% male, 57% White). The results provided no evidence that visible security measures had consistent beneficial effects on adolescents' academic outcomes; some security utilization patterns had modest detrimental effects on adolescents' academic outcomes, particularly the heavy surveillance patterns observed in a small subset of high schools serving predominantly low socioeconomic students. The findings of this study provide no evidence that visible security measures have any sizeable effects on academicperformance, attendance, or postsecondary aspirations among U.S. middle and high school students.

To investigate the sleep patterns of dental students from different academic levels and to determine the effect of sleep patterns on the academicperformance of students. A self-reported questionnaire was designed and distributed among 1160 students from clinical and non-clinical levels to measure the sleep-related variables and academicperformance. The questionnaire included questions on demographics, sleep habits, sleep quality index (PSQI), and grade point averages (GPAs). Data were analyzed with standard statistical software (SPSS, Statistical Package for the Social Sciences, version 22, Chicago, IL, USA). The response rate was 62%. Sixty five percent of the students described their sleep as good or very good, whereas 35% described their sleep as bad or very bad. The mean number of hours of sleep per night for all students was 5.85 ± 1.853 hours. The GPA had a significant negative correlation with PSQI scores. The clinical group showed a stronger negative correlation (P = -0.351) than the nonclinical group (P = -0.134). It can be concluded that dental students tend to have poor sleep quality, which is unknown to them. Poor sleep quality was associated with lower academicperformance, especially in clinical years.

INTRODUCTION: Studies show that 9.4% to 38.2% of university students are suffering from insomnia. However, research data in developing countries is limited. Thus, the aim of the study was to assess insomnia and its temporal association with academicperformance. METHODS AND MATERIALS: Institution based cross-sectional study was conducted with 388 students at Debre Berhan University. Data were collected at the nine colleges. Logistic and linear regression analysis was performed for modeling in...

Procrastination, generally defined as a voluntary, irrational delay of behavior, is a prevalent phenomenon among college students throughout the world and occurs at alarmingly high rates. For this study, a survey was conducted of 209 second-, third-, and fourth-year undergraduate dental students of Bapuji Dental College and Hospital, Davangere, India, to identify the relationship between their level of procrastination and academicperformance. A sixteen-item questionnaire was used to assess the level of procrastination among these students. Data related to their academicperformance were also collected. Spearman's correlation coefficient test was used to assess the relationship between procrastination and academicperformance. It showed a negative correlation of -0.63 with a significance level of pstudents who showed high procrastination scores performed below average in their academics. In addition, analysis with the Mann-Whitney U test found a significant difference in procrastination scores between the two gender groups (pstudents evaluated in this study, it appeared that individuals with above average and average academicperformance had lower scores of procrastination and vice versa.

The present study aimed to find which type of stressors correlating to academicperformance in second year medical students. One-hundred and eighty three second year medical students of Thammasat University participated in a three-week cross-sectional study. The self-report questionnaire consisted of Thai stress test, stress factors and examination grades referring academicperformance were applied in the present study. Females felt stress more than males in severe, high, and medium level of stress. There was no low level of stress and no correlation between stress level and the entrance programs. Academicperformance found relating to 1) fear of doing a mistake, 2) feeling of competition or comparison, 3) unilateral headache, 4) worrying, and 5) poor concentration. Students with poor concentration had significantly decreasing grade in the second year (p memory, feeling confused, feeling sad, feeling angry or irritable, changing appetite, and headache from stress (p academicperformance. Poor concentration also correlated with physical, cognitive, and financial problems. The recommendation is to keep watching those issues in order to early detect problem about academicperformance.

Full Text Available Aims To determine whether there is an effect of healthy behaviours (diet, physical activity, sleep pattern and coping with stress strategies on academicperformance among King Saud University (KSU female students who study in different academic fields. Methods A self-administered questionnaire was distributed among 14342 female students aged from 18-25 from different colleges fields, these colleges are Medical Colleges, Sciences Colleges and Humanities Colleges. We distributed the questionnaires through the students’ official emails and only 310 students who completed them. Results The study results show, there was a very weak, positive monotonic correlation between GPA and family income (rs=0.105, n=310, p>0.001 while, there was a very weak, negative monotonic correlation between GPA and the number of family members, marital status, and with whom they live (p<0.001. Regarding the health behaviours; Physical activity seems to be related to academicperformance among students of sciences colleges (X2 =174.34, and p<0.001 while, sleep pattern and stress are related to academicperformance for medical students, (X2 =297.470, X2 =120.7 respectively and p<0.001. Conclusion The medical students are the most affected group by the health behaviours where sleep pattern and cope with stress are found to be the most health behaviours affecting their academicperformance.

There is a lack of empirically supported treatments for college students with ADHD and academic deficits. The current study evaluated self-monitoring, an intervention that may improve academics in children with ADHD, with a college sample diagnosed with ADHD. Fifty-three participants were recruited, 41 of which completed the study and are included in the analyses. Participants were randomly assigned to a group that received study skills instruction, goal setting, and self-monitoring instruction (SM+ group; n = 22) or a group that received only study skills and goal setting (SM- group; n = 19). Participants in the SM+ group demonstrated significant improvement in their ADHD symptoms, academic behavior, grade point averages (GPAs), and goal attainment. These improvements were not significant for the SM- group. These findings suggest that self-monitoring might be used to improve academicperformance in college students with ADHD.

Classifying the studentacademicperformance with high accuracy facilitates admission decisions and enhances educational services at educational institutions. The purpose of this paper is to present a neuro-fuzzy approach for classifying students into different groups. The neuro-fuzzy classifier used previous exam results and other related factors as input variables and labeled students based on their expected academicperformance. The results showed that the proposed approach achieved a high accuracy. The results were also compared with those obtained from other well-known classification approaches, including support vector machine, Naive Bayes, neural network, and decision tree approaches. The comparative analysis indicated that the neuro-fuzzy approach performed better than the others. It is expected that this work may be used to support student admission procedures and to strengthen the services of educational institutions. PMID:24302928

Full Text Available Lana Al Shawwa,1 Ahmad A Abulaban,2 Abdulrhman A Abulaban,3 Anas Merdad,3 Sara Baghlaf,3 Ahmed Algethami,3 Joullanar Abu-shanab,3 Abdulrahman Balkhoyor3 1Department of Medical Education, College of Medicine, King Abdulaziz University, Jeddah, 2Department of Medicine-Neurology, King Fahad National Guard Hospital, King Abdulziz Medical City, Riyadh, 3Department of Medical Education, College of Medicine, King Abdulaziz University, Jeddah, Kingdom of Saudi Arabia Background: Studies are needed to examine predictors of success in medical school. The aim of this work is to explore factors that potentially influence excellence of medical students. Methods: The study was conducted in the Medical Faculty of King Abdulaziz University during October 2012. A self-administered questionnaire was used. Medical students with a grade point average (GPA ≥4.5 (out of 5 were included and compared to randomly selected medical students with a GPA <4.5, who were available at the time of the study. Results: A total of 359 undergraduate students participated in the study. 50.4% of the sample was students with a GPA ≥4.5. No statistically significant difference regarding the time spent on outings and social events was found. However, 60.7% of high GPA students spend less than 2 hours on social networking per day as compared to 42.6% of the lower GPA students (P<0.01. In addition, 79% of high GPA students prefer to study alone (P=0.02, 68.0% required silence and no interruptions during studying time (P=0.013, and 47% revise their material at least once before an exam (P=0.02. Conclusion: Excellent medical students have many different characteristics. For example, they do not use social networking for prolonged periods of time, and they have strong motivation and study enjoyment. Further studies are needed to examine whether these differences have a real impact on GPA or not. Keyword: King Abdulaziz University KAU, medical school, study habits, exam habits

Ethnic minority (EM) medical students in the United Kingdom underperform academically compared to their Caucasian counterparts, but the reasons are unclear and further understanding is required. To explore self-reported factors that might influence academic underperformance of EM medical students. An online semi-structured questionnaire was used to identify associations between several dimensions that had been identified in previous research and obtain free-text comments. Three-hundred and fifty-one medical students (73.3% Caucasian and 26.5% EM) from the Universities of Sheffield, Keele and London responded. EM medical students were less satisfied with their academicperformance and less likely to feel they belonged to the medical school community due to their cultural background, including socio-economic factors. Differences exist between EM and Caucasian medical students in their learning experiences in medical school. There is a need to increase awareness, for both medical students and teaching staff, of the impact of cultural diversity on academicperformance at medical school.

Full Text Available A Physical activity is beneficial to children’s health, yet academic pressures limit opportunities for students throughout the school day. The purpose of this study was to determine the effect of a classroom PA intervention on studentacademicperformance outcomes. Intervention participants (n=15 received daily PA breaks. Reading and mathematics fluency, PA, grades, and standardized test scores were collected. Effects of the intervention were examined using mixed-design ANOVAs. Intervention students had significantly higher reading fluency and mathematics scores post-intervention and higher means for standardized reading and mathematics scores as well as grades. Short bouts of PA are important for improving CBM math and reading fluency scores. Classroom teachers should be encouraged to devote time during academic learning to incorporate PA.

Full Text Available Physical activity is beneficial to children’s health, yet academic pressures limit opportunities for students throughout the school day. The purpose of this study was to determine the effect of a classroom PA intervention on studentacademicperformance outcomes. Intervention participants (n=15 received daily PA breaks. Reading and mathematics fluency, PA, grades, and standardized test scores were collected. Effects of the intervention were examined using mixed-design ANOVAs. Intervention students had significantly higher reading fluency and mathematics scores post-intervention and higher means for standardized reading and mathematics scores as well as grades. Short bouts of PA are important for improving CBM math and reading fluency scores. Classroom teachers should be encouraged to devote time during academic learning to incorporate PA

Teachers at medical school are often faced with challenges of improving student satisfaction with the learning environment. On the other hand, education in the medical field is very competitive and medical students are exposed to diverse methods of teaching. Students adapt specific learning styles to keep pace with the information delivered to them in their institutions. The aim of this study is to know the differences in learning styles between male and female students, and the effect it has on academicperformance. The VARK Questionnaire version 7.0 (Visual, Aural, Read/Write and Kinesthetic) was administered to the fourth year and fifth year medical students at King Saud Bin Abdul Aziz University for Health Sciences, Faculty of Medicine at King Fahad Medical City, Saudi Arabia for determining the preferred learning methods of students participating in this study. The learning styles were then compared to cumulative grade point average (GPA) obtained by the students. The dominant learning style preference of students was multimodal. Among students who preferred unimodal preference, aural and kinesthetic preference was predominant for males and females. Moreover, Females had more diverse preferences than male students. Multimodal learners have higher cumulative GPAs when compared with the unimodal learners. This study revealed variation in learning style preferences among genders, and its implications on academicperformance of medical students.

This paper draws attention to a subtle, but concerning, empirical challenge common in panel data models that seek to estimate the relationship between student transfers and district academicperformance. Specifically, if such models have a dynamic element, and if the estimator controls for unobserved traits by including district-level effects,…

Studies the effect of meditation on the academicperformance of 56 undergraduate students during a full semester. Results revealed semester grade point averages and cumulative grade point averages of the meditation group to be significantly higher those of the non-meditation group. (MMU)

ABSTRACT. The purpose of this study was to examine the differences in academicperformance of students in distance learning and on-campus programmes in a Computer Engineering programme at the. Kwame Nkrumah University of Science and Technology, Ghana. The study employed descriptive and inferential ...

This is an impact evaluation of the Technical Support to Failing Schools Program, a Chilean compensatory program that provided 4-year in-school technical assistance to low-performing schools to improve students' academic achievement. The author implemented a quasi-experimental design by using difference-in-differences estimation combined with…

Higher education in business school environments is increasingly focused on how to best equip students with the skills necessary for leadership in the global workplace. This paper examines the impact of two particularly important cognitive capabilities--task reflexivity and intercultural sensitivity, on academicperformance in an MBA programme. It…

The study determined the relationship between principals' administrative styles and students' academicperformance in Taraba State secondary schools, Nigeria. The objectives of the study were to determine the relationships between initiative structure of leadership styles, consideration structure of leadership styles, participatory structure of…

This paper reports the findings of a Master's level thesis work that was done in 1997 to assess the antecedent factors affecting the academicperformance of graduate students at the Nairobi Evangelical School of Theology (N.E.G.S.T.), which is currently Africa International University (AIU). The paper reviews the effect of lack of finance on…

The author proposed a model to explain how parental involvement and school engagement related to academicperformance. Participants were (671) 9th and 10th graders students who completed two scales of "parental involvement" and "school engagement" in their regular classrooms. Results of the path analysis suggested that the…

The relationships between cumulative family risk factors and American students' academicperformance were examined in all 50 States and the District of Columbia. Data from the 2007 "American Community Survey" were used to ascertain the percent of birth to 18 year old children in the United States who experienced three or more risk…

Foreclosures have well-documented adverse consequences for families living in or owning properties undergoing foreclosure and on surrounding neighborhoods, but they may also have other costs. This policy brief summarizes our research on the impact of mortgage foreclosures on academicperformance among Boston public school students. The data show…

The purpose of this non-experimental cross-sectional quantitative study was to examine the relationship between mental health and academicperformance among associate degree nursing (ADN) students at a Midwest technical college by identifying incidence of positive mental health, mental illness symptoms/distress, and mental illness; the…

Investigates the relationship of Scholastic Assessment Test (SAT) scores and negative life stress on intercollegiate student-athletes' academicperformances. Analysis of 53 male athletes and 32 female athletes indicate that negative life stress, experienced during the preceding year, can have deleterious effects on female, but not male,…

Purpose: The study uses data drawn from a senior finance major cohort of 78 female undergraduates at Zayed University (ZU)-UAE to investigate factors, which increase the likelihood of achieving better academicperformance in an Islamic finance course based on information about socioeconomic background of female students. The paper aims to discuss…

This article discusses the effect of the integration of the Digital Versatile Disc (DVD) as an ICT-variant on the academicperformance of full-time geography teacher students enrolled for a Bachelor of Education (B. Ed.) degree at a rural university in a developing country. Action research (which includes both quantitative and qualitative…

The aim of the study was to analyze effects of social media on academicperformance of business education students in south-east Nigeria. To achieve this, an instrument was designed and sent out to four universities in south-east Nigeria. Out of the 600 copies of the questionnaire distributed, 520 were completely filled and returned giving a…

The purpose of this study was to investigate the correlation and probable predictive relationship between self-determination skills taught by special education teachers and the academicperformance of students with disabilities from junior high schools in Taiwan. The subjects included teachers from resource rooms and self-contained classrooms (n =…

INTRODUCTION: Studies show that 9.4% to 38.2% of university students are suffering from insomnia. However, research data in developing countries is limited. Thus, the aim of the study was to assess insomnia and its temporal association with academicperformance. METHODS AND MATERIALS: Institution

This paper explores the teaching profession and the impact of teachers' conduct on the academicperformance of students. It noted that as teaching is one of the oldest and well respected professions in the world, the role of the teacher in the effective delivery of knowledge and in bringing about a conducive atmosphere for learning cannot be over…

Present study examined the relationship between stress among academic staff and students' satisfaction of their performances in Payame Noor University (PNU) of Miandoab City, Iran in 2014. The methodology of the research is descriptive and correlation that descriptive and inferential statistics were used to analyze the data. Statistical Society…

Students' trajectories into university are often uniquely dependent on school qualifications though these alone are limited as predictors of academic potential. This study endorses this, examining associations between school grades, school type, school performance, socio-economic deprivation, neighbourhood participation, sex and academic…

Speech-language pathologists (SLPs) have a key role in supporting educational participation for secondary and tertiary students with traumatic brain injury (TBI). This article aims to (i) explore issues identified by students with TBI that affect educational participation beyond their academicperformance, (ii) offer a framework based on research evidence to guide the practice of SLPs and (iii) explore strategies that may expand the traditional roles of SLPs to support students beyond academicperformance. Data were drawn from an earlier qualitative research project in which three adolescent males were interviewed about their experiences of returning to education after severe TBI. Interviews were recorded, transcribed verbatim and analysed using a grounded theory approach. Six themes were identified that had a substantial impact beyond academicperformance: poor community awareness of TBI, the invisible nature of TBI, getting back to everyday life, planning to return to education, being accepted and adjusting to long-term changes. Incorporating these factors, a clinical framework is put forward to guide SLPs in developing strategies for promoting positive educational participation. By considering factors beyond academicperformance and addressing these in intervention, SLPs may significantly improve the overall educational success and wellbeing of students living with TBI.

In the educational sciences, many discussions on the use of computer games occur. Most of the scientists believe that traditional computer games are time-consuming software and that game-playing activities negatively affect students' academicperformance. In this study, the accuracy of this general opinion was examined by focusing on the real…

There has been limited research on the process through which school leaders can implement school policies that contribute to the development of academic resilience in low-performing Black male students to aid them in navigating their educational experience. The purpose of this intrinsic case study was to understand how school leaders navigate…

Student satisfaction associated with persistence, academicperformance, retention, and its relations to career advancement were examined. It was aimed at measuring service quality (Servqual) dimensions as a foundation of satisfaction and how, in what comportments, they were interrelated. The study was conducted under explanatory-design. Data was…

Using a 2 × 2 factorial design, we examined the effects of stereotype threat and autonomy support on the test performance of 190 African American college students. Participants completed a set of 7 easy and 7 difficult problems from Raven's Progressive Matrices and a survey including measures of Academic Self-Concept, Learning Climate, and…

Full Text Available Understanding the motives, expectations and preparedness of students is important for accounting educators, as they seek to develop learning environments that promote high quality learning outcomes. This paper examines these factors with a sample of entry level students on a Business and Management degree at a Spanish university. The study also explores the influence of these antecedent variables on academicperformance in the first accounting module. The data were collected using a Spanish version of the MEPU questionnaire, which was developed by Byrne and Flood (2005 and 2007. The analysis revealed that students are motivated by a combination of intrinsic and vocationally-oriented factors and feel well prepared for higher education. Interest in accounting, experience of the subject at school, academic self-confidence and university access scores were all significantly correlated with performance. Some interesting gender differences were identified and variation among regular and repeating students was also examined.

Full Text Available Background. Chronic stress among medical students affects academicperformance of students and leads to depression, substance use, and suicide. There is, however, a shortage of such research evidence in Ethiopia. Objective. We aimed to estimate the prevalence and severity of stress and its association with substance use and academicperformance among medical students. Methods. A cross-sectional survey was conducted on a sample of 329 medical students at Jimma University. Data were collected using the General Health Questionnaire (GHQ-12, Medical Students Stress Questionnaire (MSSQ-20, and Drug Abuse Surveillance Test (DAST. Data were analyzed using SPSS version 20.0. Logistic regression analysis and Student’s t-test were applied. Results. The mean age of the respondents was 23.02 (SD = 2.074 years. The current prevalence of stress was 52.4%. Academic related stressor domain was the main source of stress among 281 (88.6% students. Stress was significantly associated with khat chewing [AOR = 3.03, 95% CI (1.17, 7.85], smoking [AOR = 4.55, 95% CI (1.05, 19.77], and alcohol intake [AOR = 1.93, 95% CI (1.03, 3.60]. The prevalence of stress was high during the initial three years of study. Stress was significantly (p=0.001 but negatively (r=-0.273 correlated with academic achievement. Conclusion. Stress was a significant problem among medical students and had a negative impact on their academicperformance. Year of study, income, and substance use were associated with stress. Counseling and awareness creation are recommended.

Full Text Available In response to the increase of Higher Education support provided to tutoring programs, this paper presents the design, implementation and evaluation of a tutoring program to improve the academicperformance of at-risk students enrolled in the last year of a nursing degree characterized by academic failure (failed courses. A controlled experimental study was carried out to evaluate a tutoring program that included a minimum of nine meetings performed by an expert professor as tutor. A questionnaire for assessing the academic needs was designed and interventions were performed when responses were: nothing, a little or something. Medium to large effects were found in the progress of failed course to passed course (p =.000, rφ = .30, improving the information about courses (p < .001, d = 2.01, the information comprehension (p < .001, d = 0.85 and the strategies to improve academicperformance (p < .001, d = 1.37. The intervention group students’ response highlighted program satisfaction and effectiveness. The significance of the study lies in reinforcing the formal tutoring as a tool to improve academicperformance in at-risk students.

Positive social interaction with peers was said to facilitate cognitive and intellectual development leading to good academicperformance. There was paucity of published data on the effect of social management (SM) emotional intelligence (EI) on academicperformance. We conducted this study to examine their relationship in the undergraduate medical students in a public medical school in Malaysia. This was a cross-sectional study using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) to measure the SM. The first and final year medical students were invited to participate. Students answered a paper-based demography questionnaire and completed the online MSCEIT in privacy. Independent predictors were identified using multivariate analyses. A total of 163 (84 first year and 79 final year) medical students completed the study (at a response rate of 66.0%). SM score (B = -.10 95% CI -.175 to -.015, p = .021) was significantly related to the continuous assessment (CA) marks (adjusted R(2) = .45, F13,137 = 10.26, p social intelligence and academic success in undergraduate medical students. A different collection of social skills and SM EI could be constructive towards academic achievement in medical schools.

Background: Nowadays, no student can ever pursue the ends of his studies unless he makes use of his information literacy skills. To become lifelong learners, they do need these skills. Information literacy is a set of information needed for searching, retrieval, evaluating, and making best use of information. This study uncovers the relationship between information literacy and academicperformance among students at Isfahan University of Medical Sciences. Materials and Methods: This is a prac...

Abstract Postural changes and pain in the spine of children and adolescents of school age are influenced by the permanent incorrect sitting position, misuse of furniture and weight of the backpack. The aim of this study was to verify postural changes and pain in the academicperformance of elementary school students. It was a cross-sectional study, with a descriptive and analytical approach. The subjects were 83 elementary students, aged 8 to 12 years, of Kindergarten and Elementary Education...

The study aimed to determine the effectiveness of contemporary teaching strategies in developing students attitude academicperformance and level of acquisition of the 21st century learning skills among Grade 7 students of New Nongnongan National High School. The study is a mixture of descriptive and quasi experimental research design where Mean Mean Percentage Scores and Analysis of Covariance were used. Two intact classes were chosen as the sample and categorized using toss coin method. The...

The purpose of the present study was 1) to identify factors that may influence academic stress in medical students and 2) to investigate the causal relationships among these variables with path analysis. One hundred sixty medical students participated in the present study. Psychological parameters were assessed with the Medical Stress Scale, Minnesota Multiphasic Personality Inventory, Hamilton Depression Scale, Beck Depression Inventory, and Academic Motivation Scale. Linear regression and path analysis were used to examine the relationships among variables. Significant correlations were noted between several factors and Medical Stress scores. Specifically, Hamilton Depression Scale scores (β=0.26, p=0.03) and amotivation (β=0.20, p=0.01) and extrinsically identified regulation (β=0.27, pAcademic Motivation Scale had independent and significant influences on Medical Stress Scale scores. A path analysis model indicated that stress, motivation, and academicperformance formed a triangular feedback loop. Moreover, depression was associated with both stress and motivation, and personality was associated with motivation. The triangular feedback-loop structure in the present study indicated that actions that promote motivation benefit from interventions against stress and depression. Moreover, stress management increases motivation in students. Therefore, strategies designed to reduce academic pressures in medical students should consider these factors. Additional studies should focus on the relationship between motivation and depression.

Objective The purpose of the present study was 1) to identify factors that may influence academic stress in medical students and 2) to investigate the causal relationships among these variables with path analysis. Methods One hundred sixty medical students participated in the present study. Psychological parameters were assessed with the Medical Stress Scale, Minnesota Multiphasic Personality Inventory, Hamilton Depression Scale, Beck Depression Inventory, and Academic Motivation Scale. Linear regression and path analysis were used to examine the relationships among variables. Results Significant correlations were noted between several factors and Medical Stress scores. Specifically, Hamilton Depression Scale scores (β=0.26, p=0.03) and amotivation (β=0.20, p=0.01) and extrinsically identified regulation (β=0.27, pAcademic Motivation Scale had independent and significant influences on Medical Stress Scale scores. A path analysis model indicated that stress, motivation, and academicperformance formed a triangular feedback loop. Moreover, depression was associated with both stress and motivation, and personality was associated with motivation. Conclusion The triangular feedback-loop structure in the present study indicated that actions that promote motivation benefit from interventions against stress and depression. Moreover, stress management increases motivation in students. Therefore, strategies designed to reduce academic pressures in medical students should consider these factors. Additional studies should focus on the relationship between motivation and depression. PMID:22707964

Full Text Available The objective of this article is to assess whether academicperformance at the Federal University of Minas Gerais (Universidade Federal de Minas Gerais—UFMG varies depending on whether students received socioracial bonuses on the institution’s entrance exam. The study analyzes the impact of different categories of this social inclusion policy. The database contains socioeconomic and academicperformance information for students in their 1st, 2nd, 3rd and 4th semesters at UFMG in 2009 and 2010. A series of models were estimated to analyze differences in Semiannual Global Performance (Rendimento Semestral Global—RSG. The results suggest that RSG results for students who received and did not receive the bonus are similar, controlling for social, demographic and economic variables. This study suggests that UFMG’s socioracial bonus policy had the desired effect of including less-favored groups at the university without diminishing educational quality.

To compare environmental perception as measured by the Dundee Ready Educational Environment Measure of students with high and low academicperformance. This cross-sectional analytical study was carried out at the Gujranwala Medical College, Gujranwala, Pakistan, and comprised medical students. Dundee Ready Educational Environment Measure questionnaire with 50 items was used to determine students' perception of the institutional environment. Academicperformance was based on mean percentage of marks obtained in all professional examinations. High achievers with 70% or more marks were compared with low achievers with academic self-perceptions', 27.76±6.03 for perceptions of atmosphere and 15.97±3.0 for social self-perceptions. The mean dream score was 108.51±17.54 among boys and 118.39±17.90 among girls. The mean score for perception of having successful learning strategies was 1.66±0.9and 2.18±0.9 among low and high achievers (p>0.05) and 1.71±0.98 and 2.18±1.1 for ability to memorise all that was needed (p>0.05). Environmental perception of the institution was more positive than negative and better performance in examinations was associated with better academic self-perception and social self-perception in students.

The aim of this study was to evaluate the academicperformance and research involvement of students coming from urban and rural backgrounds. To our knowledge, this is the first such study of undergraduate medical students in Croatia. We surveyed the final (sixth) year medical students from Medical School, University of Zagreb, Croatia. Students were surveyed during the academic year 2004/2005, several months prior to their graduation. We analysed students' academicperformance (grade point average, which is the most important academic success indicator in Croatia, and the number of failed study years) and research involvement (involvement in research projects and the possible subsequent publication of scientific articles). Additionally, we investigated the extent of extracurricular activities, and students' workplace preferences. Data were analysed using chi2 test, Fisher's exact test, and Kruskal-Wallis test, due to non-normal data distribution. A total of 204 students (out of 240 enrolled, with a response rate of 85%) were surveyed, and divided into three groups: (1) those coming from the highly urbanised background (capital and other highly urbanised areas; n = 100, 49%); (2) mid-urban (towns; n = 75, 37%); and (3) rural and remote backgrounds (n = 29, 14%). There was no indication of gender gap or age difference among the three groups. However, significant differences were recorded in most academic and research indicators. Students from highly urbanised backgrounds reported the best grade point average (p = 0.022). Students from rural and remote backgrounds most commonly reported a study year failure (p = 0.032), with 17 (59%) cases, compared with 32 (32%) and 31 (42%) cases in high and mid-urban ones, respectively. Rural and remote students were also the most likely to experience multiple years failure (p = 0.030), were the least often involved in research projects (p = 0.002), and reported the least interest in career supplemented with scientific research (p

Full Text Available Within this scope, “performance anxiety” grades of students being educated in music education branches, conservatories and fine arts were assessed in respect to different variables (n=306. Research was carried out in order to reveal how relations of performance anxiety and academic success levels of students receiving professional music education in different universities could differ among variables. “Kenny Music Performance anxiety” inventory developed by Kenny (2004 and adopted to Turkish in order to measure “music performance anxiety level” were used in study. Research data, frequency percentage (% of variables (f and (ss values given for M.P.A inventory, “one-way analysis of variance”, independent (unrelated group t-test, M.W.U and Kruskal-Wallis tests were used. At the end of the research it was determined that there was negative relation between “musical performance anxiety” and “academic success” levels.

Background: Although sleep disorders are common problems among families and they affect the learning, memory processes and academicperformance of children, there is no evaluation of these disorders in Iran. The aim of this study was to assess the prevalence of sleep disorders and its association with academicperformance of school age children.Materials and Methods: A cross-sectional study was conducted on 1,100 middle school students of Isfahan city of Iran during 2012-2013. Multi-stage ran...

Self-regulated learning theories are used to understand the reasons for different levels of university studentacademicperformance. Similarly, learning analytics research proposes the combination of detailed data traces derived from technology-mediated tasks with a variety of algorithms to predict studentacademicperformance. The former approach…

Research on the impact of stress on the academicperformance of Hispanic undergraduate students is limited, leaving institutions of higher education without needed information about how to better support this growing population of students. The purpose of this study was to identify stressors that have a negative impact on academicperformance of…

Associations were explored between early substitute care and white middle-class college students' psychosocial development and academicperformance. One set of analyses explored associations with the amount of substitute care experienced throughout early childhood (infancy and at ages 2 and 4) and college students' development; another set explored associations between amount of substitute care during infancy (none, part-time, or full-time). Substitute care experience during infancy alone did not differentiate students on the Erikson Psychosocial Inventory Scale (EPSI). There were some near-significant differences on the EPSI among students in different child care arrangements throughout early childhood, but these did not present a consistent pattern. Students' care experience also did not predict the number of extra-curricular activities in which they were presently involved or whether they chose people- or thing-oriented academic majors. However, no day care in infancy followed by full-time day care at ages 2 and 4 was the best predictor of above-average high school academic achievement, and part-time care throughout infancy and early childhood was the best predictor of average high school academic achievement.

This research presents the concept of emotional intelligence, more specifically of John D. Mayer, Peter Salovey and David R. Caruso, as an important element to be applied in learning science. It is an explanatory-correlation study between emotional intelligence and academicperformance of students in natural sciences from the University of Puerto Rico, Rio Piedras campus. The population is approximately 2,539 students, with a sample of approximately 337 students. The instrument used to calculate the IE is the TMSS-24 composted of three dimensions of the original scale: Attention, Clarity and Repair. It was validated by Fernandez, B. P., Extremera, N. and Natalio, R. (2004), with reliability in Attention of (0.86), Clarity (0.90) and Repair (0.86). For the calculation of academic achievement (RA) was used an average of the courses seen by the students in the academic semester of 2007. The variables emotional intelligence and its components with academic achievement (RA), Index of general application of the student, gender, age and studies concentration were correlated but it was founded no correlation between them. It was founded a difference in the attention on gender, where it is concluded that woman express better and more the feelings than men.

Objective. To compare studentperformance, elements of peer evaluation and satisfaction of teams created according to students' course entrance grade point average (GPA). Methods. Two course sections were divided into teams of four to five students utilizing Comprehensive Assessment of Team Member Effectiveness (CATME) software. Results. Of 336 students enrolled, 324 consented to participation. Weekly team quiz averages were 99.1% (higher GPA), 97.2% (lower GPA), 97.7% (mixed GPA). Weekly individual quiz averages were 87.2% (higher GPA), 83.3% (lower GPA), 85.2% (mixed GPA). Students with same GPA performed similarly individually independent of team assignment. Satisfaction ranged from 4.52 (higher GPA), 4.73 (lower GPA), 4.53 (mixed GPA). Conclusion. Academically stronger students in mixed GPA teams appeared to be at a slight disadvantage compared to similar students in higher GPA teams. There was no difference in team performance for academically weaker students in lower GPA versus mixed GPA teams. Team satisfaction was higher in lower GPA teams.

Assuming leadership roles in veterinary student governance or club activities could be considered an added stressor for students because of the impact on time available for personal and academic activities. The study reported here evaluated the effects of participation in a leadership program and leadership activity across two classes of veterinary students on measures of stress, using the Derogatis Stress Profile (DSP), and on veterinary school academicperformance, measured as annual grade-point average (GPA) over a three-year period. Program participants and their classmates completed the DSP three times across the first three years of veterinary school. On average, participating students reported self-declared stress levels that were higher and measured DSP stress levels that were lower than those of the general population. Students were more likely to assume elected or appointed leadership roles while in their first three years of the veterinary degree program if they participated in the optional leadership program and demonstrated lower stress in several dimensions. Some increased stress, as measured in some of the DSP stress dimensions, had a small but statistically significant influence on professional school GPA. The study determined that the most important predictors of students' cumulative GPA across the three-year period were the GPA from the last 45 credits of pre-veterinary coursework and their quantitative GRE scores. The results of the study indicate that neither participation in the leadership program nor taking on leadership roles within veterinary school appeared to influence veterinary school academicperformance or to increase stress.

The present study was designed to identify patterns of alcohol consumption among Spanish high school students and describe the relationship between alcohol intake and school performance. The sample population consisted of students, aged 14 to 19 years, who were attending high school during the academic year 1994-95 in the city of Granada in southern Spain. We studied 1,602 (861 female) students (alpha error - 0.05, sampling error = 5%), using a self-administered questionnaire that contained items about individual and family demographics, quantity and frequency of alcohol consumption, and school performance. Total alcohol consumption was recorded as grams (g) of alcohol per week and per day for three categories of alcoholic drinks: wine, beer and distilled spirits. The percentage of nondrinkers was 21.05% for male adolescents and 28.56% for female adolescents. The mean amount of alcohol consumed per week was larger in male than in female students (F= 18.36, l/l,594 df, p academic failure increased considerably when more than 150 g of alcohol were consumed per week (OR: 2.91; 95% CI: 1.94-4.43). Although we cannot draw any conclusions about the causes of the association between academic failure and teenage drinking, our results do show that the risk of failing increases together with alcohol intake. However, it should be noted that academic achievement is also influenced by many factors other than alcohol consumption.

Context: Lack of physical activity is a contributor to the obesity epidemic and is speculated to relate to reduced academicperformance; however, this link has yet to be examined within the college population. Aims: The purpose of this study in a group of undergraduate students, was to determine if aerobic exercise activity was related to academicperformance. Materials and Methods: The participants for this study included 740 students at multiple universities enrolled in nursing and kinesiology studies. The participants completed the Leisure and Physical Activity Questionnaire. Results: Pearson's χ2 analysis revealed differences in grade point average with aerobic activity (χ2 = 44.29, P ≤ 0.001) as well as a trend toward differences in grade point average with weightlifting activity (χ2 = 22.69, P = 0.61). Conclusions: Based on these findings it can be suggested that college students engage in greater aerobic exercise. PMID:24741649

Full Text Available A Physical activity is beneficial to children’s health, yet academic pressures limit opportunities forstudents throughout the school day. The purpose of this study was to determine the effect of aclassroom PA intervention on studentacademicperformance outcomes. Intervention participants(n=15 received daily PA breaks. Reading and mathematics fluency, PA, grades, and standardized testscores were collected. Effects of the intervention were examined using mixed-design ANOVAs.Intervention students had significantly higher reading fluency and mathematics scores postinterventionand higher means for standardized reading and mathematics scores as well as grades.Short bouts of PA are important for improving CBM math and reading fluency scores. Classroomteachers should be encouraged to devote time during academic learning to incorporate PA.

Human exposure to green space and vegetation is widely recognized to result in physical and mental health benefits; however, to date, the specific effects of tree cover, diversity, and species composition on studentacademicperformance have not been investigated. We compiled standardized performance scores in Grades 3 and 6 for the collective student body in 387 schools across the Toronto District School Board (TDSB), and examined variation in relation to tree cover, tree diversity, and tree species composition based on comprehensive inventories of trees on school properties combined with aerial-photo-based assessments of tree cover. Analyses accounted for variation due to socioeconomic factors using the learning opportunity index (LOI), a regional composite index of external challenges to learning that incorporates income and other factors, such as students with English as a second language. As expected, LOI had the greatest influence on studentacademicperformance; however, the proportion of tree cover, as distinct from other types of "green space" such as grass, was found to be a significant positive predictor of studentperformance, accounting for 13% of the variance explained in a statistical model predicting mean studentperformance assessments. The effects of tree cover and species composition were most pronounced in schools that showed the highest level of external challenges, suggesting the importance of urban forestry investments in these schools.

University students are generally at the typical age of onset of mental disorders that may affect their academicperformance. We aimed to characterize the university students attended by psychiatrists at the students' mental health service (SAPPE) and to compare their academicperformance with that of non-patient students. Cross-sectional study based on review of medical files and survey of academic data at a Brazilian public university. Files of 1,237 students attended by psychiatrists at SAPPE from 2004 to 2011 were reviewed. Their academicperformance coefficient (APC) and status as of July 2015 were compared to those of a control group of 2,579 non-patient students matched by gender, course and year of enrolment. 37% of the patients had had psychiatric treatment and 4.5% had made suicide attempts before being attended at SAPPE. Depression (39.1%) and anxiety disorders/phobias (33.2%) were the most frequent diagnoses. Severe mental disorders such as psychotic disorders (3.7%) and bipolar disorder (1.9%) were less frequent. Compared with non-patients, the mean APC among the undergraduate patients was slightly lower (0.63; standard deviation, SD: 0.26; versus 0.64; SD: 0.28; P = 0.025), but their course completion rates were higher and course abandonment rates were lower. Regarding postgraduate students, patients and non-patients had similar completion rates, but patients had greater incidence of discharge for poor performance and lower dropout rates. Despite the inclusion of socially vulnerable people with severe mental disorders, the group of patients had similar academicperformance, and in some aspects better, than, that of non-patients.

The purpose of this study was to investigate the relationship between physical, psychosocial, lifestyle and sociodemographic factors with academicperformance in female undergraduate students. One hundred undergraduate female students from the Faculty of Science at the University of Quebec at Montreal participated in this study (mean age = 24.4 ± 4.6 years old). All participants provided their university transcript and had to complete at least 45 course credits from their bachelor degree. Body composition (DXA), handgrip strength, estimated maximal oxygen consumption (VO 2 max) (Bruce Protocol) and blood pressure were measured. Participants also completed a questionnaire on their psychosocial, academic motivation, lifestyle and sociodemographic profile. Significant correlations were observed between GPA with estimated VO 2 max ( r = 0.32), intrinsic motivation toward knowledge ( r = 0.23), intrinsic motivation toward accomplishment ( r = 0.27) and external regulation ( r = -0.30, P = 0.002). In addition, eating breakfast every morning and being an atheist was positively associated with academicperformance ( P breakfast explained 28.5 % of the variation in the GPA in our cohort. Results of the present study indicate that motivational, physical and lifestyle factors appear to be predictors of academicperformance in female undergraduate students.

Full Text Available Background: The purpose of this study was to investigate the relationship between physical, psychosocial, lifestyle and sociodemographic factors with academicperformance in female undergraduate students. Methods: One hundred undergraduate female students from the Faculty of Science at the University of Quebec at Montreal participated in this study (mean age = 24.4 ± 4.6 years old. All participants provided their university transcript and had to complete at least 45 course credits from their bachelor degree. Body composition (DXA, handgrip strength, estimated maximal oxygen consumption (VO2max (Bruce Protocol and blood pressure were measured. Participants also completed a questionnaire on their psychosocial, academic motivation, lifestyle and sociodemographic profile. Results: Significant correlations were observed between GPA with estimated VO2max (r = 0.32, intrinsic motivation toward knowledge (r = 0.23, intrinsic motivation toward accomplishment (r = 0.27 and external regulation (r = -0.30, P = 0.002. In addition, eating breakfast every morning and being an atheist was positively associated with academicperformance (P < 0.05. Finally, a stepwise linear regression analysis showed that external regulation, intrinsic motivation toward accomplishment, VO2max levels and eating a daily breakfast explained 28.5 % of the variation in the GPA in our cohort. Conclusions: Results of the present study indicate that motivational, physical and lifestyle factors appear to be predictors of academicperformance in female undergraduate students.

Full Text Available Abstract Background Recently, physical activity (PA was found to improve cognitive and memory functions in the brain; however, no epidemiological studies have specifically investigated this phenomenon in the Korean adolescent student population. The purpose of this study was to investigate the effects of various types of PA undertaken at various frequencies, on the academicperformance of Korean adolescent students. Methods A total of 75,066 adolescent students (39,612 males and 35,454 females from the 7th to the 12th grades took part in the 5th Korea Youth Risk Behavior Web-based Survey (KYRBWS-V project, conducted in 2009. Using data acquired by that survey, potential relations between PA and academicperformance were explored in this current study through multivariate logistic regression analysis incorporating adjustment for covariate variables including age, body mass index, the parents’ education level, and the income status of the family. Results Compared with boys who did not regularly participate in any vigorous PA, those who did so 2, 3, or 4 times a week had greater odds of reporting an average or above-average academicperformance. Compared with boys who did not participate in any moderate PA, those who did so 1, 2, 3, 4, or ≥5 times a week also had greater odds of reporting an average or above-average academicperformance. Interestingly, when compared with boys who did not participate in any strengthening exercises, those undertaking strengthening exercises ≥5 times a week had lesser odds of reporting a below-average academicperformance. Compared with girls who did not regularly participate in any vigorous PA, those who did so ≥5 times a week had greater odds of reporting an average or above-average academicperformance. Compared with girls who did not participate in any moderate PA, those that did so 2 or 3 times a week had greater odds of reporting an average or above-average academicperformance. Interestingly, when

Recently, physical activity (PA) was found to improve cognitive and memory functions in the brain; however, no epidemiological studies have specifically investigated this phenomenon in the Korean adolescent student population. The purpose of this study was to investigate the effects of various types of PA undertaken at various frequencies, on the academicperformance of Korean adolescent students. A total of 75,066 adolescent students (39,612 males and 35,454 females) from the 7th to the 12th grades took part in the 5th Korea Youth Risk Behavior Web-based Survey (KYRBWS-V) project, conducted in 2009. Using data acquired by that survey, potential relations between PA and academicperformance were explored in this current study through multivariate logistic regression analysis incorporating adjustment for covariate variables including age, body mass index, the parents' education level, and the income status of the family. Compared with boys who did not regularly participate in any vigorous PA, those who did so 2, 3, or 4 times a week had greater odds of reporting an average or above-average academicperformance. Compared with boys who did not participate in any moderate PA, those who did so 1, 2, 3, 4, or ≥5 times a week also had greater odds of reporting an average or above-average academicperformance. Interestingly, when compared with boys who did not participate in any strengthening exercises, those undertaking strengthening exercises ≥5 times a week had lesser odds of reporting a below-average academicperformance. Compared with girls who did not regularly participate in any vigorous PA, those who did so ≥5 times a week had greater odds of reporting an average or above-average academicperformance. Compared with girls who did not participate in any moderate PA, those that did so 2 or 3 times a week had greater odds of reporting an average or above-average academicperformance. Interestingly, when compared with girls who did not regularly participate in any

The medical student population is believed to be at an increased risk for sleep deprivation. Little is known about students' perceptions towards sleep deprivation and its relationship to academicperformance. The aim of study is to explore the perceptions of medical students and their academic advisors about sleep deprivation and its relationship to academicperformance. The study took place at Alfaisal University, College of Medicine, Riyadh, Saudi Arabia. An online, anonymous, cross-sectional, self-rating survey was administered to first-, third-year students and their academic advisors. Two-tailed Mann-Whitney U test was used to compare the mean 5-point Likert scale responses between students according to gender, academic year and cumulative grade point average (cGPA). A total of 259 students and 21 academic advisors participated in the survey (response rates: 70.6 and 84%, respectively). The vast majority of students agreed that sleep deprivation negatively affects academicperformance (78.8%) and mood (78.4%). Around 62.2 and 73.7% of students agreed that the demanding medical curriculum and stress of final exams lead to sleep deprivation, respectively. While 36.7% of students voiced the need for incorporation of curricular separate courses about healthy sleep patterns into medical curriculum, a much greater proportion of students (45.9%) expressed interest in extracurricular activities about healthy sleep patterns. Interestingly, only 13.5% of students affirmed that they were counselled about sleep patterns and academicperformance by their academic advisors. There were several statistically significant differences of means of students' perceptions according to gender, academic year and cGPA. Despite almost all academic advisors (95.5%) asserted the importance of sleep patterns to academicperformance, none (0%) inquired about sleep patterns when counselling students. Nineteen academic advisors (90.5%) recommended incorporation of sleep patterns related

Learning outcomes may be a result of several factors including the learning environment, students' predispositions, study efforts, cultural factors and approaches towards studying. This study examined the influence of demographic variables, education-related factors, and approaches to studying on occupational therapy students' Grade Point Average (GPA). Undergraduate occupational therapy students (n = 712) from four countries completed the Approaches and Study Skills Inventory for Students (ASSIST). Demographic background, education-related factors, and ASSIST scores were used in a hierarchical linear regression analysis to predict the students' GPA. Being older, female and more time engaged in self-study activities were associated with higher GPA among the students. In addition, five ASSIST subscales predicted higher GPA: higher scores on 'seeking meaning', 'achieving', and 'lack of purpose', and lower scores on 'time management' and 'fear of failure'. The full model accounted for 9.6% of the variance related to the occupational therapy students' GPA. To improve academicperformance among occupational therapy students, it appears important to increase their personal search for meaning and motivation for achievement, and to reduce their fear of failure. The results should be interpreted with caution due to small effect sizes and a modest amount of variance explained by the regression model, and further research on predictors of academicperformance is required.

Common mental disorder (CMD) is prevalent in industrialized and non-industrialized countries. The prevalence of CMD among university students was 28.8-44.7% and attributed to several risk factors, such as schooling. The aim of this study was to assess the prevalence and risk factors of CMD. In addition, the association between CMD and academicperformance was tested. Institution based cross-sectional study was conducted with 422 students at Debre Berhan university from March to April 2015. CMD was the primary outcome variable whereas academicperformance was the secondary outcome variable. Kessler psychological distress (K10) scale was used to assess CMD. Bivariate and multiple logistic regression analysis were performed for modeling the primary outcome variable; independent samples T test and linear regression analysis were carried out for modeling the secondary outcome variable. The strength of association was interpreted using odds ratio and regression coefficient (β) and decision on statistical significance was made at a p value of 0.05. Data were entered using EPI-data version 3.1 software and analyzed using the Statistical Package for the Social Sciences (SPSS) version 20.01 software. The prevalence of CMD was 63.1%. Field of study (p = 0.008, OR = 0.2, 95% CI 0.04-0.61), worshiping (p = 0.04, OR = 1.8, 95% CI 1.02-3.35), insomnia (p academicperformance between students. At least three out of five students fulfilled CMD diagnostic criteria. The statistically significant risk factors were field of study, worshiping, insomnia, alcohol drinking, and headache. Moreover, there was no statistically significant association between CMD and academicperformance. Undertaking integrated evidence-based intervention focusing on students with poor sleep quality, poor physical health, and who drink alcohol is essential if the present finding confirmed by a longitudinal study.

Full Text Available Student satisfaction associated with persistence, academicperformance, retention, and its relations to career advancement were examined. It was aimed at measuring service quality (Servqual dimensions as a foundation of satisfaction and how, in what comportments, they were interrelated. The study was conducted under explanatory-design. Data was collected proportionally and purposively followed by congregating them through unified interviews. Population was 1,814 Universitas Terbuka students domiciled overseas; 350 questionnaires were dispersed, 169 completed. Satisfaction was assessed by examining Servqual dimensions. Importance-performance analysis (IPA and customer-satisfaction index (CSI were applied to measure satisfaction and the level of its importance. Structural equation model (SEM was then employed to examine influencing variables. Nine hypotheses developed were all validated by the analysis. Responsiveness, assurance, tangible, reliability, and empathy were in harmony to satisfaction. Career advancement, retention, academicperformance, and persistence were influenced by satisfaction. Qualitative inquiry implemented afterwards was basically coherent with the quantitative findings.

Full Text Available It is essential to predict distance education students’ year-end academicperformance early during the course of the semester and to take precautions using such prediction-based information. This will, in particular, help enhance their academicperformance and, therefore, improve the overall educational quality. The present study was on the development of a mathematical model intended to predict distance education students’ year-end academicperformance using the first eight-week data on the learning management system. First, two fuzzy models were constructed, namely the classical fuzzy model and the expert fuzzy model, the latter being based on expert opinion. Afterwards, a gene-fuzzy model was developed optimizing membership functions through genetic algorithm. The data on distance education were collected through Moodle, an open source learning management system. The data were on a total of 218 students who enrolled in Basic Computer Sciences in 2012. The input data consisted of the following variables: When a student logged on to the system for the last time after the content of a lesson was uploaded, how often he/she logged on to the system, how long he/she stayed online in the last login, what score he/she got in the quiz taken in Week 4, and what score he/she got in the midterm exam taken in Week 8. A comparison was made among the predictions of the three models concerning the students’ year-end academicperformance.

Full Text Available This study investigated the role of fatalism as a cultural value orientation and causal attributions for past failure in the academicperformance of high school students in the Araucania Region of Chile. Three thousand three hundred and fourty eight Mapuche and Non-Mapuche students participated in the study. Consistent with the Culture and Behavior model that guided the research, the test of causal models based on the analysis of structural equations show that academicperformance is in part a function of variations in the level of fatalism, directly as well as indirectly through its influence in the attribution processes and failure-related emotions. In general, the model representing the proposed structure of relations among fatalism, attributions, and emotions as determinants of academicperformance fit the data for both Mapuche and non-Mapuche students. However, results show that some of the relations in the model are different for students from these two ethnic groups. Finally, according to the results from the analysis of causal models, family SES appear to be the most important determinant of fatalism.

The present study aimed to identify learning preferences of dental students and it's relationships with the academicperformance at Dental school, Isfahan, Iran. This cross-sectional descriptive study included 200 undergraduate dental students from October to November 2016. Data were collected using a questionnaire composed of two parts. The first part included demographic data and the second part was P version of visual, auditory, reading,writing, and kinesthetic (VARK) questionnaire. Data analysis were conducted with Chi-square Test, one-way ANOVA and multiple linear regressions. The response rate was 86.6%. About half of the students (51.5 %) had multimodal learning preferences. Among the unimodal group (48.5%), the most common mode distribution was auditory (24.0%), followed by kinesthetic (15.5%), read-write (8.0%) and visual (1.0%). There was a significant association between academicperformance and reading-writing learning style preference (Pp < 0.01). The preferred learning style was multimodal. Aural followed by the kinesthetic styles had the highest percentage among single-mode learning styles. Students with reading-writing preference had better academicperformance. The results of this study can provide useful information to prepare a more problem-based curriculum with active learning strategies.

Research has reported equivocal results regarding the relationship between study time investment and academicperformance in higher education. In the setting of the active, assignment-based teaching approach at Hasselt University (Belgium), the present study aimed (a) to further clarify the role of study time in academicperformance, while taking…

Stress, a universal phenomenon, affects an individual's productivity either by increasing it ('eustress') or decreasing it ('distress'). It is widely acknowledged that the medical fraternity is predisposed to enormous stress. The same may be true for the budding medicos- the undergraduate medical students. In our study we attempted to identify situations that predisposed the medical students to stress and their effects on academicperformance and to suggest certain coping mechanisms. firstly to explore common sources of stress in medical students, secondly to establish correlation of stress, gender, attendance, and academicperformance if any. 114 medical undergraduates were assessed for the common sources of stress and the level of stress using semi structured Performa and stress scale. The results were compared and correlated with various variables like attendance, demographic factors, average marks etc. Pearson correlation coefficient was used for statistical correlation amongst different variables. Stress shows beneficial effects in females when compared to males. High attendance and better day to day performance in female medical students was associated with more amount of stress when compared to male students. Thus, stress among medical students should be acknowledged and attempts should be made to alleviate it.

Students embarking on a bioscience degree course, such as Animal Science, often do not have sufficient experience in mathematics. However, mathematics forms an essential and integral part of any bioscience degree and is essential to enhance employability. This paper presents the findings of a project looking at the effect of mathematics tutorials on a cohort of first year animal science and management students. The results of a questionnaire, focus group discussions and academicperformance analysis indicate that small group tutorials enhance students' confidence in maths and improve students' academicperformance. Furthermore, student feedback on the tutorial programme provides a deeper insight into student experiences and the value students assign to the tutorials.

Oral health and academicperformance are important contributing factors for a student's professional life. Countless factors affect both, among which sleep, vitality and fatigue are less explored areas that also have a strong impact. The objective of the study was to assess the association of sleep disturbances, fatigue and vitality with self reported oral health status, oral hygiene habits and academicperformance of dental students of Udaipur. A descriptive cross-sectional study was conducted among undergraduate and postgraduate dental students of Udaipur. Self-administered structured questionnaire was used to assess the psychological factors, vitality, sleep quality, fatigue, self reported oral health status, habits and academicperformance. Analysis of variance and stepwise multiple linear regression were utilized for statistical analysis with 95% confidence level and 5% level of significance. Of the 230 participants, 180 (78.3%) were undergraduates and 50 (21.7%) were postgraduates. Among them, females showed higher scores in disturbed sleep index (2.69±2.14) as compared to males (2.45±1.91). Respondents who had "Poor" dental health, scored more in disturbed sleep index (3.15±1.64) and fatigue scale (20.00±4.88). Subjects who flossed "everyday", were found to have good sleep and more energy (p=0.01) and those who assessed themselves as excellent students scored more in the Vitality Scale (p=0.01) and less in the Sleep index (p=0.01). The present study confirms that disturbed sleep, aliveness and fatigue, all are interlinked with each other and are imperative factors having the potential to alter the oral health status, habits and academics of dental students.

Introduction: The Current world needs people who have a lot of different abilities such as cognition and application of different ways of thinking, research, problem solving, critical thinking skills and creativity. In addition to critical thinking, learning styles is another key factor which has an essential role in the process of problem solving. This study aimed to determine the relationship between learning styles and critical thinking of students and their academicperformance in Alborz ...

A common belief among educators is that international students are insufficiently adjusted to higher education in their host country, both academically and socially. Furthermore, several groups of international students experience considerable amounts of stress while adapting to the culture of the host-institute, but limited research has addressed whether and how transitional issues influence academicperformance. In a cross-institutional comparison among 1275 students at nine higher educatio...

This paper presents a Rough Set approach to analyze of studentsacademicperformance in a Web-based learning support system (WLSS). Web-based education has become a very important area of educational technology. This paper considers individual learners working alone without support from a teacher to provide guidance and advice on learning approach. Learners may have access to a wealth of material but may be faced with other problems such as material selection, planning a learning strategy, maintaining motivation and sequencing learning sub-goals. It might create a situation where some students may not be able to improve their grade as well as they could, compared to a face-to-face course. What if customized course materials were prepared for each student? It might fill this gap. Their records, such as grades for prerequisite courses or some personal factors that seems to affect their academicperformance are used as student profile. In this paper, we discuss how to use Rough Sets to analyze student personal information to assist students with effective learning.

Abstract Background The relationship between the sleep/wake habits and the academicperformance of medical students is insufficiently addressed in the literature. This study aimed to assess the relationship between sleep habits and sleep duration with academicperformance in medical students. Methods This study was conducted between December 2009 and January 2010 at the College of Medicine, King Saud University, and included a systematic random sample of healthy medical students in the first ...

Full Text Available In the article the problem of forming an interest in learning in students through the extracurricular activity is considered; the importance of the extracurricular activity as a factor of the development of the interest in educationally-cognitive activity in the college students with poor academicperformance is revealed; the conditions providing the efficiency of using the extracurricular activity for the stimulation of the interest in learning in students with poor academicperformance are accentuated.

To assess the association between the learning environment and academicperformance at medical colleges. The cross-sectional study was conducted in four medical colleges in 2014 in Riyadh, Saudi Arabia. Online questionnaire was sent to final year medical students. It included demographic profile, the last Grade Point Average, and the Dundee Ready Education Environment Measure. Data was analysed using SPSS 17. Of the 423 students who were sent the online form, 261(61.7%) responded and among them 193 (45.6%) questionnaires had been fully filled and were included in the analysis. Mean Dundee Ready Education Environment Measure score was 117.9±27; higher for females (p=0.019). Correlation coefficient 'R' was 0.29 (pperception of learning environment increased from "Poor", "Plenty of Problems", "More Positive than Negative" to "Excellent", the mean GPA increased gradually (p=0.0006). Perception of learning environment as "More Positive than Negative" and "Excellent" increased the mean GPA by 0.38 (95% confidence interval: 0.19 - 0.56) compared to "Poor", "Plenty of Problems" on multivariable analysis. Low, yet positive correlation between perception about learning environment and academicperformance in the form of GPA indicated that improvement in the learning environment may enhance the academicperformance of medical students.

Full Text Available Aim/Purpose: Compared studentacademicperformance on specific course requirements in a C# programming course across three instructional approaches: traditional, online, and flipped. Background: Addressed the following research question: When compared to the online and traditional instructional approaches, does the flipped instructional approach have a greater impact on studentacademicperformance with specific course requirements in a C# programming course? Methodology: Quantitative research design conducted over eight 16-week semesters among a total of 271 participants who were undergraduate students en-rolled in a C# programming course. Data collected were grades earned from specific course requirements and were analyzed with the nonparametric Kruskal Wallis H-Test using IBM SPSS Statistics, Version 23. Contribution: Provides empirical findings related to the impact that different instructional approaches have on studentacademicperformance in a C# programming course. Also describes implications and recommendations for instructors of programming courses regarding instructional approaches that facilitate active learning, student engagement, and self-regulation. Findings: Resulted in four statistically significant findings, indicating that the online and flipped instructional approaches had a greater impact on studentacademicperformance than the traditional approach. Recommendations for Practitioners: Implement instructional approaches such as online, flipped, or blended which foster active learning, student engagement, and self-regulation to increase studentacademicperformance. Recommendation for Researchers: Build upon this study and others similar to it to include factors such as gender, age, ethnicity, and previous academic history. Impact on Society: Acknowledge the growing influence of technology on society as a whole. Higher education coursework and programs are evolving to encompass more digitally-based learning contexts, thus

Student self-assessment is viewed as an important tool in medical education. We sought to identify the relationship between studentacademicperformance and third-year clinical performance self-assessment. No such study exists in podiatric medical education. Third-year podiatric medical students from the classes of 2012 through 2014 completed a self-assessment of their performance for each of five broad clinical podiatric medical domains (Professionalism, Medicine, Radiology, Surgery, and Biomechanics/Orthopedics). The assessment was completed after students finished the first 12 weeks of their third-year clinical rotations (PRE) and a second time at the conclusion of the third year (POST). The mean self-assessment score for PRE and POST surveys for all combined domains was determined for each student. This mean was compared with the student's 3-year cumulative grade point average (GPA). Students' clinical experiences for the year were essentially identical. No statistically significant correlation was identified between cumulative GPA and the PRE and POST clinical self-assessments or with the change between PRE and POST assessments based on the Pearson correlation test for each class separately or on the pooled data. Published studies in allopathic medical education have shown that students with lower GPAs tend to rate their clinical performance higher in initial clinical performance self-assessment. Our results show that studentacademicperformance was not correlated with clinical performance self-assessment. These findings may be due to the explicit description of successful clinical competency completion, the orientation students receive before the start of clinical training, and the continuous feedback received from clinical preceptors.

Full Text Available Objective – This article describes a project undertaken by the University of Wollongong Library (UWL to identify whether a correlation exists between usage of library resources and academicperformance.Methods – A multidimensional approach to systems design was implemented, requiring collaboration between among the library, university administration, Performance Indicator Project team (PIP, and information technology services. The project centers on the integration and interrogation of a series of discrete datasets containing studentperformance, attrition, demographic, borrowing, and electronic resources usage data. PIP built a cube for the library that links usage of library resources to student demographic data and academicperformance (the “Library Cube”. Other cubes will be linked later.Results – While initial reports are rudimentary and do not yet incorporate data on e-resource usage, results are favourable in demonstrating the value of using the library information resources in coursework. Based on the data generated to date, students who borrow library resources do outperform students who do not. Early trend data shows up to a 12-point difference in grades.Conclusion – The Library Cube signals a new milestone in the UWL’s quality assessment journey. Well-established measures of effectiveness and efficiency will be further complemented by measures of impact and value, allowing the library to step even closer to the goal of having effective and valued partnerships with the university community to realize teaching, learning, research, and internalization goals.

Student attendance is thought to be an important factor in the academicperformance of medical students, in addition to having important regulatory, policy, and financial implications for medical educators. However, this relationship has not been well evaluated within clinical learning environments. To evaluate the relationship between student attendance and academicperformance in a medical student obstetrics/gynecology clinical rotation. A prospective cohort study of student attendance at clinical and tutorial-based activities during a full academic year (September 2011 to June 2012) within a publicly funded university teaching hospital in Dublin, Ireland. Students were expected to attend 64 activities (26 clinical activities and 38 tutorial-based activities) but attendance was not mandatory. All 147 fourth-year medical students who completed an 8-week obstetrics/gynecology rotation were included. Student attendance at clinical and tutorial-based activities, recorded using a paper-based logbook. The overall examination score (out of a possible 200 points) was obtained using an 11-station objective structured clinical examination (40 points), an end-of-year written examination comprising 50 multiple-choice questions (40 points) and 6 short-answer questions (40 points), and an end-of-year long-case clinical/oral examination (80 points). Students were required to have an overall score of 100 points (50%) and a minimum of 40 points in the long-case clinical/oral examination (50%) to pass. The mean attendance rate was 89% (range, 39%-100% [SD, 11%], n = 57/64 activities). Male students (84% attendance, P = .001) and students who failed an end-of-year examination previously (84% attendance, P = .04) had significantly lower rates. There was a positive correlation between attendance and overall examination score (r = 0.59 [95% CI, 0.44-0.70]; P student sex, age, country of origin, previous failure in an end-of-year examination, and the timing of the

The primary purpose of this study was to examine the differences in background characteristics and academicperformance of students in distance learning and on-campus programs in allied healthcare education at one medical university in the Eastern United States. The study depended on data from 252 students, drawn from three disciplines, clinical laboratory science, health information administration, and nuclear medicine. The study employed the chi-square test and t-test for analyzing the data. The study's findings suggested no significant differences in terms of the background characteristics of gender and previous academicperformance between distance and on-campus students. However, the two groups of students differed significantly in terms of their age composition such that, as expected, distance learning students comprised the majority of older students (25 years and older) relative to their on campus counterparts. The study further showed that, when assessed in terms of their final grade point averages as well as certification pass rates, distance and on campus students were indistinguishable from each other. Similar results were found when final GPA scores within the three separate disciplines were compared and in certification scores in two out of the three disciplines. However, the certification scores of nuclear medicine technology students were found to be significantly different between the two groups, in which on-campus students earned a significantly higher score than their counterparts in the distance learning program. Administrators and educators who are considering offering distance learning as a method of degree obtainment in allied healthcare education need data, such as reported in this study, when determining if distance learning can be as effective as on-campus learning in allied healthcare education.

There is increasing awareness about the association of sleep quality and academic achievement among university students. However, the relationship between sleep quality and academicperformance has not been examined in Sudan; this study assessed the relationship between sleep quality and academicperformance among Sudanese medical students. A case-control study was conducted among 165 male and female medical students at two Sudanese universities. Excellent (A) and pass (C) academic groups were invited to respond to a self-administered questionnaire, using the Pittsburgh Sleep Quality Index (PSQI). Students also completed a diary detailing their sleep habits for 2 weeks prior to filling out the questionnaire. Various parameters of sleep quality were then compared between the two groups. A significant difference (p sleep quality, subjective sleep rating, bedtime later than midnight, sleep latency, and daytime dysfunction (during driving, preparing a meal, etc.). No differences were found between groups for the use of sleep medications. The mean sleeping hours was (7 ± 1.9) and (6.3 ± 1.9) for the excellent and pass groups respectively (p

Introduction: The Current world needs people who have a lot of different abilities such as cognition and application of different ways of thinking, research, problem solving, critical thinking skills and creativity. In addition to critical thinking, learning styles is another key factor which has an essential role in the process of problem solving. This study aimed to determine the relationship between learning styles and critical thinking of students and their academicperformance in Alborz University of Medical Science. Methods: This cross-correlation study was performed in 2012, on 216 students of Alborz University who were selected randomly by the stratified random sampling. The data was obtained via a three-part questionnaire included demographic data, Kolb standardized questionnaire of learning style and California critical thinking standardized questionnaire. The academicperformance of the students was extracted by the school records. The validity of the instruments was determined in terms of content validity, and the reliability was gained through internal consistency methods. Cronbach's alpha coefficient was found to be 0.78 for the California critical thinking questionnaire. The Chi Square test, Independent t-test, one way ANOVA and Pearson correlation test were used to determine relationship between variables. The Package SPSS14 statistical software was used to analyze data with a significant level of pcritical thinking of the students showed that the mean of deductive reasoning and evaluation skills were higher than that of other skills and analytical skills had the lowest mean and there was a positive significant relationship between the students’ performance with inferential skill and the total score of critical thinking skills (pcritical thinking had significant difference between different learning styles. Conclusion: The results of this study showed that the learning styles, critical thinking and academicperformance are significantly associated

Students at a Venezuela high school were tested to determine creativity, cognitive variables, and academicperformance. Multiple regression analyses showed that the mobility-fixity dimension was the most consistent predictor of academicperformance with creativity scores also explaining variance between subject areas. Results suggest the…

Full Text Available The study was undertaken to evaluate the classroom assessment employed by the teachers, the critical-thinking and academicperformance of the students in the laboratory high schools (LHS of Central Bicol State University of Agriculture, school year 2012-2013. The descriptive-evaluative, descriptive-correlation and descriptive-comparative methods of research were used. The findings revealed that only 11 out of 50 types of classroom assessment techniques are being used in the two laboratory high schools of CBSUA, namely: CDE-LHS and CDE–CSHB. Except for the use of human tableau or class modeling and application cards in few instances, the other techniques used by the teachers were classified as low-order thinking skills like “remembering” and “understanding”. “Applying”, “analyzing”, “evaluating” and “creating” were rarely used by the teachers. There were significant differences in the levels of critical thinking among the second year students in the two LHS along remembering, understanding, analyzing and evaluating while for third year high school students in the two LHS there was significant difference in evaluating but not significantly different with the rest of the levels. In terms of students’ academicperformance in Science and “remembering”; English and “evaluating” in school A, there was a significant relationship between the level of critical thinking among students and their academicperformance in the three subjects. The teacher-related factors along gender, marital status, employment status, and number of awards received, were significantly associated with the questioning skills of the teachers. In general, the findings indicated that there were significant association between the student-related factors and the different levels of critical thinking.

This thesis is about the development and validation of a performance-based test, labeled as Performance Samples on academic tasks in Education and Child Studies (PSEd). PSEd is designed to identify students who are most able to perform the academic tasks involved in an Education and Child Studies

To determine the association of perceived self-efficacy with academicperformance of pre-clinical medical students. A cross-sectional analytical study. Medical Education Department, Ataturk University, Turkey, from March to May 2012. Participating students were members of the first to third year medical students class considered to be preclinical years at Ataturk University. A validated and reliable questionnaire consisted of 10 questions applied to assess the general self-efficacy of the medical students in pre-clinical years and evaluate whether their self-efficacy has relation to their academicperformance. Responses and studied variables were compared using ANOVA and Pearson correlation test as applicable. The mean scores of three consecutive examinations were compared with self-efficacy mean scores of three classes. A validated and reliable questionnaire was used for assessment of self-efficacy. There was no correlation found in between mean examination scores and self-efficacy mean scores in first year (r = -0.11, p = 0.276), second year (r = 0.20, p = 0.180), and third year (r = -0.040, p = 0.749). However, comparison of mean scores between male and female demonstrated significant difference (p = 0.001) and males dominant in self-efficacy scores. The results illustrate in pre-clinical years at medical schools the general self-efficacy does not play any role in their performance.

Background. Little research exists on the impact of paid work on academicperformance of students of health sciences. No research exists on this subject for students in Colombia. Objectives. This paper seeks to analyze the impact of paid work on academicperformance among nursing students. cross-sectional research, involving 430 of nursing students from the National University of Colombia (N = 566). Methods. Variables analyzed: sex, age, work activity, attendance, current semester, degree subjects studied and unavailable, lost credits, grades during the second semester of 2013, and delayed semesters. Subgroups analyzed: (i) according to labor activity: do not work, work up to 20 h and work more than 20 h per week; (ii) Grade point average: failing is considered as less than 3.0 and passing 3.0 or above out of 5.0. Percentage of delayed semesters were calculated. Qualitative and quantitative variables were analyzed for groups by work activity. The percentage and probability of students getting a grade point average less than 3.0 and delaying semesters were calculated by multivariate logistic regression. Results. A total of 219 of the students work (50.9%), the main reason is socioeconomic, of which 99 (45.2%) work more than 20 h per week and have an increased risk of failing, which is higher in the first semester. They also get lower grades, lose more credits and take longer to finish the degree. The logistic bivariate regressions of success (grade point average, credits gained, courses gained and not having delayed semesters) reduce with work, above all in those who work more than 20 h per week and increase as the number of semesters completed increases, independent of sex. Conclusion. A high percentage of nursing students work more than 20 h per week. The compatibility of paid work with studies in university nursing students has a negative impact on academicperformance, more so when they work more than 20 h per week. This negative impact diminishes as the student

Full Text Available Background. Little research exists on the impact of paid work on academicperformance of students of health sciences. No research exists on this subject for students in Colombia. Objectives. This paper seeks to analyze the impact of paid work on academicperformance among nursing students. Design, settings and participants: cross-sectional research, involving 430 of nursing students from the National University of Colombia (N = 566. Methods. Variables analyzed: sex, age, work activity, attendance, current semester, degree subjects studied and unavailable, lost credits, grades during the second semester of 2013, and delayed semesters. Subgroups analyzed: (i according to labor activity: do not work, work up to 20 h and work more than 20 h per week; (ii Grade point average: failing is considered as less than 3.0 and passing 3.0 or above out of 5.0. Percentage of delayed semesters were calculated. Qualitative and quantitative variables were analyzed for groups by work activity. The percentage and probability of students getting a grade point average less than 3.0 and delaying semesters were calculated by multivariate logistic regression. Results. A total of 219 of the students work (50.9%, the main reason is socioeconomic, of which 99 (45.2% work more than 20 h per week and have an increased risk of failing, which is higher in the first semester. They also get lower grades, lose more credits and take longer to finish the degree. The logistic bivariate regressions of success (grade point average, credits gained, courses gained and not having delayed semesters reduce with work, above all in those who work more than 20 h per week and increase as the number of semesters completed increases, independent of sex. Conclusion. A high percentage of nursing students work more than 20 h per week. The compatibility of paid work with studies in university nursing students has a negative impact on academicperformance, more so when they work more than 20 h per

Full Text Available The study aimed to determine the effectiveness of contemporary teaching strategies in developing students attitude academicperformance and level of acquisition of the 21st century learning skills among Grade 7 students of New Nongnongan National High School. The study is a mixture of descriptive and quasi experimental research design where Mean Mean Percentage Scores and Analysis of Covariance were used. Two intact classes were chosen as the sample and categorized using toss coin method. The contemporary teaching strategies CTS group was exposed to problem based learning roundtable discussion and debate while the non-contemporary teaching strategies NCTS group was exposed to lecture reporting discussion and demonstration. A self-assessment behavioral checklist teacher made pre-test and post-test exam and observational checklist were used. Results revealed that developments on the level of attitude towards learning Araling Panlipunan academicperformance and acquisition of 21st century skills were more evident on the CTS group compared to NCTS group. Furthermore there was a significant difference on the level of attitude towards learning level of academicperformance and level of acquisition of the 21st century skills between groups.

The study of predictors of academicperformance is relevant for medical education. Most studies of academicperformance use global ratings as outcome measure, and do not evaluate the influence of the assessment methods. To model by multivariate analysis, the academicperformance of medical considering, besides academic and demographic variables, the methods used to assess students' learning and their preferred modes of information processing. Two hundred seventy two students admitted to the medical school of the Pontificia Universidad Católica de Chile from 2000 to 2003. Six groups of variables were studied to model the students' performance in five basic science courses (Anatomy, Biology, Calculus, Chemistry and Physics) and two pre-clinical courses (Integrated Medical Clinic I and IT). The assessment methods examined were multiple choice question tests, Objective Structured Clinical Examination and tutor appraisal. The results of the university admission tests (high school grades, mathematics and biology tests), the assessment methods used, the curricular year and previous application to medical school, were predictors of academicperformance. The information processing modes influenced academicperformance, but only in interaction with other variables. Perception (abstract or concrete) interacted with the assessment methods, and information use (active or reflexive), with sex. The correlation between the real and predicted grades was 0.7. In addition to the academic results obtained prior to university entrance, the methods of assessment used in the university and the information processing modes influence the academicperformance of medical students in basic and preclinical courses.

The aim of this study was to determine the organizational characteristics and behaviors that contribute to sustaining a culture of academic optimism as a mechanism of student achievement. While there is a developing research base identifying both the individual elements of academic optimism as well as the academic optimism construct itself as…

Prescription stimulant use as academicperformance enhancers is increasingly widespread among college students. The purpose of this study was to evaluate the prevalence of prescription stimulant use among health care students attending a university in the northeastern United States. The study investigated the specific stimulants being used and the frequency of usage. It also examined the rates of nicotine, alcohol, and drug abuse versus dependence. A web-based survey was administered to medical and health profession students regarding prescription stimulant use for nonprescribed purposes. Tobacco, alcohol, and recreational drug use were also surveyed. Approximately 10.4% (32) of students surveyed have either used a stimulant or are currently using prescription stimulants illegally. The most common reason for stimulant use was to focus and concentrate during studying (93.5%). Of the 308 students, 45.2% were female, 83.9% were Caucasian, and amphetamine-dextroamphetamine was the most commonly abused stimulant (71.4%). Results from this study are consistent with previous research of undergraduate students regarding prescription stimulant use for nonprescribed purposes, specifically for academicperformance enhancement. Data from the study support that alcohol abuse and dependence among students is a pertinent concern, suggesting that substance abuse in general must be addressed. Substance abuse and awareness programs combined with stress management programs in an overall substance-abuse reduction strategy, including the use of prescription stimulant use beyond the originally intended purpose, may be beneficial. Because of the lack of research focusing on graduate health care students, further investigations should use similar populations.

Full Text Available Abstract Postural changes and pain in the spine of children and adolescents of school age are influenced by the permanent incorrect sitting position, misuse of furniture and weight of the backpack. The aim of this study was to verify postural changes and pain in the academicperformance of elementary school students. It was a cross-sectional study, with a descriptive and analytical approach. The subjects were 83 elementary students, aged 8 to 12 years, of Kindergarten and Elementary Education at Paulo Sarasate Municipal School, Ceará. It was performed from March to June 2008. In the physical examination it was used an evaluation form, based on Global Postural reeducation, by Souchard method, which included the variables: compromised anterior, posterior, superior shoulder muscle chains and pain and, in academicperformance, a semi-structured questionnaire with the variables: behavior, attendance and performance. The data was stored in the Statistical Package for the Social Science (SPSS version 18.0. In the descriptive analysis, absolute and relative frequencies were used, and in the inferential analysis, the following tests were applied: Mann-Whitney, to verify the existence of significant differences in changes in groups A and B, at a significance level of 5%, and the F statistical test, for comparing postural changes and pain, in the three grades. Results: it was noted that the majority of the students presented postural changes, such as forward head, lifted shoulders, dorsal hyperkyphosis and pain, which predominantly occurred in the anterior chain, when compared with the posterior and superior chains. These changes in both groups were statistically significant only in subjects of the fifth grade with satisfactory academicperformance and behavior. It was concluded that there was no association between postural changes and school performance, although it was influenced by pain.

The subjects of this research are 30 students of Dong-Eui Institute of Technology in Busan city, who were grouped into two categories after applying the curriculum of the second semester of the freshman year to their classes: those whose academicperformance was at the top 20% (15 students) and those whose academicperformance was at the bottom 20% (15 students). For the measurement items, we measured their weight, body fat mass, body fat rates, body mass index, and abdominal fat rates by using a body composition testing machine. We then analyzed the t-test results by using the IBM SPSS ver. 18.0 program. Through this research, we found that there was a significant difference among those in the group of students whose academicperformance was at the top 20% in terms of body fat mass and body fat rates, which means that academicperformance has relatively little effect on body composition and abdominal fat rates.

The employment market for graduates is competitive with employers requiring appropriate work experience in addition to academic qualifications. Sandwich courses, where up to a year is spent in industry, provide an opportunity for structured work experience to be gained alongside studying. Benefits of placements include improved academicperformance and the development of transferable skills to increase employability. This paper evaluates the impact of placements on academicperformance and graduate employment among management students. Analysing performance data and graduate destinations data, results indicate that management students completing a placement are more likely to perform better academically with improvements in their personal grades between year 2 and the final year. Additionally, a qualitative themed analysis of student experiences indicates placement students feel more confident in engaging with the graduate recruitment process, with a better understanding of their personal skills and an ability to articulate their experience in relation to the workplace.

Background: Although the effects of nutrition on health and school performance are often cited, few research studies have examined the effect of diet quality on the academicperformance of children. This study examines the association between overall diet quality and academicperformance. Methods: In 2003, 5200 grade 5 students in Nova Scotia,…

To examine the prevalence of risk for sleep disorders among college students by gender and age, and their associations with grade point average (GPA). Participants were 1,845 college students at a large, southeastern public university. A validated sleep disorder questionnaire surveyed sleep data during the 2007-2008 academic year. Students' GPAs were obtained from the office of the registrar. Twenty-seven percent of students were at risk for at least one sleep disorder. African American and Asian students reported less risk for insomnia and fewer poor sleep practices relative to white and Latino students. Students reported insufficient sleep and a discrepancy between weekday and weekend amount of sleep. Students at risk for sleep disorders were overrepresented among students in academic jeopardy (GPA college students are at risk for sleep disorders, and those at risk may also be at risk for academic failure.

To assess the academicperformance and experiences of local, international, and collaborative exchange students enrolled in a 4-year Australian bachelor of pharmacy degree program. Survey instruments exploring the demographics, background, and academic and cultural experiences of students during the program were administered in 2005 to students in all 4 years. Additionally, grades from each semester of the program for students (406 local, 70 international, 155 exchange) who graduated between 2002 and 2006 were analyzed retrospectively. The main differences found in the survey responses among the 3 groups were in students' motivations for choosing the degree program and school, with international and collaborative exchange students having put more thought into these decisions than local students. The average grades over the duration of the program were similar in all 3 demographic groups. However, local students slightly outperformed international students, particularly at the start of the year, whereas collaborative exchange students' grades mirrored those of local students during the 2 years prior to leaving their home country of Malaysia but more closely mirrored those of international students in the final 2 years after arriving on campus in Australia. Despite differences in academic backgrounds and culture, international and exchange students can perform well compared to local students in a bachelor of pharmacy program and were actually more satisfied than local students with the overall experience. Studying in a foreign country can negatively influence academic grades to a small extent and this is probably related to adjusting to the new environment.

Self-testing, a strategy wherein a student actively engages in creating questions and answers from study materials to assist with studying, has been found to be especially advantageous because it enhances future retrieval of information. Studies have found correlations among students' grade point averages (GPAs), self-testing, and rereading study strategies, as well as the spacing of study sessions over time. The aim of this study was to assess relationships among dental students' study strategies, scheduling of study time, and academic achievement. A 16-item survey requesting information on study habits, study schedules, and GPAs was distributed to 358 second-year dental students at New York University College of Dentistry. Additionally, the survey asked students to report the average number of hours per week they devoted to studying for didactic courses and preparing for hands-on preclinical courses. Of the 358 students, 94 (26%) responded to the survey. The vast majority of the respondents reported utilizing self-testing and rereading study strategies. High performers (with higher GPAs) were more likely to use self-testing, especially with flashcards, and to space their studying over multiple sessions. Lower performingstudents were more likely to highlight or underline their notes and to mass their study sessions or cram. Longer hours devoted to studying and practicing for simulation courses were associated with stronger performance; lower performers reported spending significantly fewer hours practicing for simulation courses. Half of the dental students surveyed said that they felt their studying would be more productive in the morning, although 84% reported doing most of their studying in the evening or late night. Sound study decisions depend on accurate regulation of ongoing learning and appropriate use and timing of evidence-based study strategies, so these results suggest that dental students may require guidance in these areas.

Abstract Background: Learning style is a major consideration in planning for effective and efficient instruction and learning. Learning style has been shown to influence academicperformance in the previous research. Little is known about Taiwanese students' learning styles, particularly in the field of nursing education. This purpose of this study was to identify the relationship between learning styles and academicperformance among nursing students in a 5-year associate degree of nursing (ADN) program and a 2-year bachelor of science in nursing (BSN) program in Taiwan. This study employed a descriptive and exploratory design. The Chinese version of the Myers-Briggs type indicator Form M was an instrument. Data such as grade point average were obtained from the Office of Academic Affairs and the Registrar computerized records. Descriptive statistics, one-way analysis of variance and chi-square statistical analysis were used to explore the relationship between academicperformance and learning style in Taiwanese nursing students. The study sample included 285 nursing students: 96 students in a 2-year BSN program, and 189 students in a 5-year ADN program. Two common learning styles were found: Introversion, sensing, thinking, and judging; and introversion, sensing, feeling, and judging. A sensing-judging pair was identified in 43.3% of the participants. Academicperformance was significantly related to learning style (p learning style preferences of students can enhance learning for those who are under performing in their academic studies, thereby enhancing nursing education.

Subjects with obstructive sleep apnea (OSA) have neurocognitive dysfunction. The aim of this study was to estimate the prevalence of symptoms and risk of OSA among university students and the association with academicperformance. A cross-sectional study was conducted at Jordan University of Science and Technology. Students from faculties of engineering, medicine, nursing, pharmacy, and dentistry were asked to participate in this study. The Berlin Sleep Questionnaire was used to report symptoms and risk of OSA. Below average cumulative scores were considered poor academicperformance. A total of 777 students (51% female; mean age, 20 years) completed the study questionnaire. According to the study definition, 42 students (5.4%) had high risk for OSA. Snoring was reported by 11% and daytime sleepiness and fatigue by 30%. Compared to female students, male students had more snoring (14.6 vs. 7.6%, p = 0.002) and higher risk for OSA (6.5 vs. 1.6%, p = 0.001). Both self-reported snoring and being at high risk for OSA were associated with poor academicperformance (27.9 vs. 11.6% and 23.1 vs. 9.2%, respectively; p academicperformance in students at high risk for OSA was 2.4 (CI 1.11-5.2, p = 0.027). Snoring and OSA were uncommon among university students. However, both were more common among male students and were associated with poor academicperformance.

The purpose of the study is to analysis the academicperformance of sports and non sports students of secondary school students. Education is the light that shows the mankind the right direction. The purpose of education is to modify the behavior and to make the child literate. Education is not just related to the academicperformance but also to various other arenas, which includes over all development of a child, Extra Curricular Activities, Sports, Physical Education and Mental Education...

The Current world needs people who have a lot of different abilities such as cognition and application of different ways of thinking, research, problem solving, critical thinking skills and creativity. In addition to critical thinking, learning styles is another key factor which has an essential role in the process of problem solving. This study aimed to determine the relationship between learning styles and critical thinking of students and their academicperformance in Alborz University of Medical Science. This cross-correlation study was performed in 2012, on 216 students of Alborz University who were selected randomly by the stratified random sampling. The data was obtained via a three-part questionnaire included demographic data, Kolb standardized questionnaire of learning style and California critical thinking standardized questionnaire. The academicperformance of the students was extracted by the school records. The validity of the instruments was determined in terms of content validity, and the reliability was gained through internal consistency methods. Cronbach's alpha coefficient was found to be 0.78 for the California critical thinking questionnaire. The Chi Square test, Independent t-test, one way ANOVA and Pearson correlation test were used to determine relationship between variables. The Package SPSS14 statistical software was used to analyze data with a significant level of plearning style, suggesting university students with convergent learning style have better performance than other groups. Also learning style had a relationship with age, gender, field of study, semester and job. The results about the critical thinking of the students showed that the mean of deductive reasoning and evaluation skills were higher than that of other skills and analytical skills had the lowest mean and there was a positive significant relationship between the students' performance with inferential skill and the total score of critical thinking skills (plearning

Full Text Available Alcohol and marijuana are the two most abused substances in US colleges. However, research on the combined influence (cross sectional or longitudinal of these substances on academicperformance is currently scant.Data were derived from the longitudinal 2-year Brain and Alcohol Research in College Students (BARCS study including 1142 freshman students who completed monthly marijuana use and alcohol consumption surveys. Subjects were classified into data-driven groups based on their alcohol and marijuana consumption. A linear mixed-model (LMM was employed using this grouping factor to predict grade point average (GPA, adjusted for a variety of socio-demographic and clinical factors.Three data-driven clusters emerged: 1 No/low users of both, 2 medium-high alcohol/no-low marijuana, and 3 medium-high users of both substances. Individual cluster derivations between consecutive semesters remained stable. No significant interaction between clusters and semester (time was noted. Post-hoc analysis suggest that at the outset, compared to sober peers, students using moderate to high levels of alcohol and low marijuana demonstrate lower GPAs, but this difference becomes non-significant over time. In contrast, students consuming both substances at moderate-to-high levels score significantly lower at both the outset and across the 2-year investigation period. Our follow-up analysis also indicate that when students curtailed their substance use over time they had significantly higher academic GPA compared to those who remained stable in their substance use patterns over the two year period.Overall, our study validates and extends the current literature by providing important implications of concurrent alcohol and marijuana use on academic achievement in college.

Alcohol and marijuana are the two most abused substances in US colleges. However, research on the combined influence (cross sectional or longitudinal) of these substances on academicperformance is currently scant. Data were derived from the longitudinal 2-year Brain and Alcohol Research in College Students (BARCS) study including 1142 freshman students who completed monthly marijuana use and alcohol consumption surveys. Subjects were classified into data-driven groups based on their alcohol and marijuana consumption. A linear mixed-model (LMM) was employed using this grouping factor to predict grade point average (GPA), adjusted for a variety of socio-demographic and clinical factors. Three data-driven clusters emerged: 1) No/low users of both, 2) medium-high alcohol/no-low marijuana, and 3) medium-high users of both substances. Individual cluster derivations between consecutive semesters remained stable. No significant interaction between clusters and semester (time) was noted. Post-hoc analysis suggest that at the outset, compared to sober peers, students using moderate to high levels of alcohol and low marijuana demonstrate lower GPAs, but this difference becomes non-significant over time. In contrast, students consuming both substances at moderate-to-high levels score significantly lower at both the outset and across the 2-year investigation period. Our follow-up analysis also indicate that when students curtailed their substance use over time they had significantly higher academic GPA compared to those who remained stable in their substance use patterns over the two year period. Overall, our study validates and extends the current literature by providing important implications of concurrent alcohol and marijuana use on academic achievement in college.

Many research studies have examined the academicperformance and graduation rates of college student-athletes. The limited focus on scholarship student-athletes has overlooked the majority of NCAA student-athletes, those participating in collegiate athletic programs without athletic scholarships. Therefore, this study contributes to a gap in the…

This study investigated the influence of Almajirci, on School Attendance and Academicperformance Among Students of Almajiri Integrated Model School, Sokoto State. The sample size used was Three hundred and six Junior Secondary School students of Almajiri Integrated Model School Sokoto and Sultan Bello Secondary School Sokoto. Students of Almajiri…

This study examined the influence of drug abuse on secondary school students in relation to their family background, family cohesion, peer group influence, and students' academicperformance. Descriptive research design of the survey type and an inventory were used for the study. The population comprised all secondary school students in Ekiti and…

Study habits is how one studies. That is, the habits which students form during their school years. Without good study habits, a student cannot succeed. Thus, this study investigated the impact of study habits on secondary school students' academicperformance in the Federal Capital Territory, Abuja. The study was guided by one null hypothesis.…

This paper deals with the data of dormitory students in National Institute of Technology, Kagoshima College to demonstrate the existence of peer effects in academicperformance. The data have unique advantages to avoid the difficulties of the self-selection problem and reflection problem. The data shows freshmen's academicperformance and previous year's junior high school records, and roommate's previous year's academicperformance for using an instrumental variable method. The results of my...

This thesis is about the development and validation of a performance-based test, labeled as Performance Samples on academic tasks in Education and Child Studies (PSEd). PSEd is designed to identify students who are most able to perform the academic tasks involved in an Education and Child Studies bridging program. Many Dutch universities set up bridging programs that aim to prepare students with non-university degrees in the Netherlands for Master’s programs at the university level. Some univ...

Full Text Available Introduction: Test anxiety is a common phenomenon among students and is one of the problems of educational system. The present study was conducted to investigate the test anxiety in vital statistics course and its association with academicperformance of students at Kermanshah University of Medical Sciences. This study was descriptive-analytical and the study sample included the students studying in nursing and midwifery, paramedicine and health faculties that had taken vital statistics course and were selected through census method. Sarason questionnaire was used to analyze the test anxiety. Data were analyzed by descriptive and inferential statistics. The findings indicated no significant correlation between test anxiety and score of vital statistics course.

This descriptive study of 224 nursing students assessed their health-promoting lifestyle profile and correlated it with the levels of enrollment in nursing courses and academicperformance. The health-promoting lifestyle profile was measured by Walker's Health-promoting Lifestyle Profile II instrument. Academicperformance was measured by assessing the nursing grade point average and general grade point average of the students. The students had positive health-promoting lifestyles with significant differences noted between males and females in the overall profile, physical activity, interpersonal relations, and stress management. Sociodemographic variables, such as age, nationality, and marital status, but not income, showed an association with students' health-promoting lifestyles. A significant correlation was noted between students' nursing enrollment and level of health responsibility. No significant correlation was established between a health-promoting lifestyle and academicperformance. This study poses a challenge for nurse educators to provide an effective environment to maximize students' potential to be future vanguards of health.

In recent years, the administration of Meharry Medical College, School of Medicine (SOM), Nashville, Tennessee, recognized the need to modify the curriculum to help improve studentacademicperformance especially on the National Board of Medical Examiners (NBME) US Medical Licensing Examination (USMLE) steps 1 and 2. Thus, a number of changes occurred with respect to the traditional curriculum in the SOM, resulting in an integrated organ system-based curriculum design. The change in the learning environment was studied to determine the impact on performance after the introduction of the integrated organ system-based curriculum as compared to that of the traditional curriculum. With the utilization of a cadre of variables, it was believed that the strategic impact anticipated would provide a predictive validity profile to assist in the identification of students "at risk" of failure so that proactive intervention methodology could be made available to facilitate the students' successful progression during matriculation in the SOM. The purpose of this study was to analyze whether students trained with the integrated organ systems curriculum perform better than students trained with the traditional medical school curriculum on the medical education preclinical subject board examinations, and the NBME USMLE steps 1 and 2 examinations. From the 584 students studied in the control group (graduation classes for years 2005, 2006, and 2007) and the intervention group (graduation classes for years 2008, 2009, and 2010), significant improvement in performance on the NBME USMLE steps 1 and 2 examinations was noted following the introduction of the integrated organ system-based curriculum particularly among "at-risk" students. Data access availability from the School of Medicine of Meharry Medical College automatically gave reason for a preferential comparative relationship and study of the resulting strategic impact on cohorts graduating in years 2005-2010. Thus, this

Children who are unhealthy are at higher risk for school problems than students who are free from medical problems. Students with poor health have a higher probability of school failure, grade retention, and dropout. The relationship between student health and academic success is complex. Common manageable factors of student health are nutrition,…

The present study investigated the connections between religious affiliation, quality of life (QOL) and measures of academicperformance. Participants (n = 275) were recruited from the School of Medicine within a New Zealand university. Religious affiliation was classified according to three subcategories: Christian (n = 104), Eastern religion (n = 34) and non-religious (n = 117). The participants completed the World Health Organisation quality of life questionnaire (WHOQOL-BREF) and the World Health Organisation Spiritual, Religiousness, and Personal Beliefs questionnaire immediately before their lecture time. The main findings of the study indicated that participants from different religious affiliations expressed different spiritual QOL perceptions. However, these different expressions did not translate into their perceptions related to hours of study and academic achievement. In addition, the QOL measures did not relate to academic achievement estimation but did predict hours of study. Greater hours of study were related to greater physical health but lower psychological health and poorer engagement in developing social relationships. Data from a small focus group (n = 4) revealed that these students believed that having a belief system assisted them when coping with the academic learning environment, although little difference could be found between external religious orientations and internal belief systems.

The study investigates the relationship between prior job experience and current academicperformance among management students in India. It further explores the impact of individual and situational factors on the above relationship. Based on a longitudinal study spanning over nine months in the academic year 2010-11 among a sample of 324…

The purpose of the present study was to investigate the mediating role of perceived stigma in the relationship between academic self-efficacy and academicperformance among college students with learning disabilities and/or ADHD. Seventy-four college-aged participants with diagnosed learning disability or ADHD completed a perceived stigma scale…

Prior research on Internet dependency has examined various individual traits as contributing factors. Since domain-specific traits tend to have higher abilities to explain outcome variables, this study investigates a technology-related specific trait, i.e., computer playfulness, as a predictor of Internet dependency, and their influence on Internet usage patterns and academicperformance. A sample of 267 college students was surveyed to examine these relationships. In addition to demographic information, the questionnaire contained measurement scales to assess playfulness, Internet dependency as well as work/study-related and social-related uses of the Internet. Survey data indicate that playfulness significantly predicts Internet dependency (ΔR (2) = 19%). Playfulness is also significantly related to students' grade point average (p student academicperformance.

The use of Marijuana is on the increase worldwide especially among adolescents and youths. Marijuana smoking has gained a foothold in our environment because of peer group influence, accessibility and availability. Its medico-social effects could ruin the life and future of our youths. This study was undertaken to determine the prevalence and the factors that influence secondary school students in Zaria LGA to smoke and the effects on academicperformance. A cross-sectional descriptive study was employed to generate data among secondary school students. A multi-stage sampling technique was used. Data was collected with the use of a structured, pre tested self-administered questionnaire. F2 test was used to test for significance of association between categorical variables. Of the 350 respondents, 262 (74.9%) were males, while 88 (25.1%) were females. The study shows that 33 of the students smoke marijuana giving a prevalence of 9.4%. There were more smokers in the age group 15-19 years (54.6%). Other factors that influence marijuana smoking include family background, peer pressure and attendance of social functions. There was better academicperformance (51.1%) among non smokers as compared to smokers (27.2%), and this was found to be statistically significant (chi2 = 11.73, df = 5, P attendance of social function influence marijuana smoking. A comprehensive school health education program should be instituted to curtail this menace.

Decreased lecture attendance in undergraduate and health science professions education has been noted throughout the world. The limited study of the effect of lecture attendance on dental students' performance has yielded mixed results, with some studies finding a positive effect and others reporting no association. The aim of this study was to evaluate the effect of lecture attendance on dental students' final grades in an oral pathology course at one U.S. dental school. Due to a curriculum change, second- and third-year students (N=233) were concurrently enrolled in the spring 2016 oral pathology (OP) course. Students' course grades were compared to attendance percentage (Att), grades in prerequisite basic science (PBS) courses, and Academic Average and Total Science (TS) scores on the Dental Admission Test. The results showed that both Att (p=0.011) and TS score (pattendance in OP should be encouraged but viewed in light of the finding that it was not as strongly correlated as PBS course performance and was a weaker predictor than TS score. Students with lower TS scores and PBS course grades should be encouraged to use additional supports such as tutoring to improve their performance in OP.

Most existing research indicates that working studentsperform more poorly than do full-time students on standardized achievement tests. However, we know there are wide international variations in this gap. This article shows that national and international contexts help to explain the gap in the academicperformance between working and non-working middle-school students. We combined data from the 2003 Trends in International Mathematics and Science Study (TIMSS) eighth-grade assessment with the country specific information on socioeconomic and educational conditions, as well as the timing of each country's ratification of an international treaty regulating child labor. Our multilevel analyses show that, while student employment was generally negatively associated with academicperformance, this negative association is smaller in countries that by 1995 had ratified the International Labour Organization's Convention No. 138 on child labor. These findings highlight the role of national and international policy in structuring the consequences of student employment for academicperformance.

Most existing research indicates that working studentsperform more poorly than do full-time students on standardized achievement tests. However, we know there are wide international variations in this gap. This article shows that national and international contexts help to explain the gap in the academicperformance between working and non-working middle-school students. We combined data from the 2003 Trends in International Mathematics and Science Study (TIMSS) eighth-grade assessment with the country specific information on socioeconomic and educational conditions, as well as the timing of each country's ratification of an international treaty regulating child labor. Our multilevel analyses show that, while student employment was generally negatively associated with academicperformance, this negative association is smaller in countries that by 1995 had ratified the International Labour Organization's Convention No. 138 on child labor. These findings highlight the role of national and international policy in structuring the consequences of student employment for academicperformance. PMID:25632163

Full Text Available Introduction: The current world needs people who have a lot of different abilities such as cognition and application of different ways of thinking, research, problem solving, critical thinking skills and creativity. In addition to critical thinking, learning styles is another key factor which has an essential role in the process of problem solving. This study aimed to determine the relationship between learning styles and critical thinking of students and their academicperformance in Alborz University of Medical Sciences. Methods: This cross-correlation study was performed in 2012, on 216 students of Alborz University who were selected randomly by the stratified method. The data was obtained via a three-part questionnaire included demographic data, Kolb standardized questionnaire of learning style and California critical thinking standardized questionnaire. The academicperformance of the students was extracted by the school records. The validity of the instruments was determined in terms of content validity, and the reliability was gained through internal consistency methods. Cronbach's alpha coefficient was found to be 0.78 for the California critical thinking questionnaire. The Chi Square test, Independent T-test, one way ANOVA and Pearson Correlation test were used to determine relationship between variables. The Package SPSS14 statistical software was used to analyze data with a significant level of p<0.05. Results: Our findings indicated the significant difference of mean score in four learning style, suggesting university students with convergent learning style have better performance than other groups. Also learning style had a relationship with age, gender, field of study, semester and job. The results about the critical thinking of the students showed that the mean of deductive reasoning and evaluation skills were higher than that of other skills and analytical skills had the lowest mean and there was a positive significant

Little is known about the association between self-reported academicperformance and risky sexual behaviors and if this differs by gender, among university students. Academicperformance can create psychological pressure in young students. Poor academicperformance might thus potentially contribute to risky sexual behavior among university students. The aim of this study was to investigate the association between self-reported academicperformance and risky sexual behaviors, and whether gender affects this relationship among Ugandan university students. In 2010, 1,954 students participated in a cross-sectional survey, conducted at Mbarara University of Science and Technology in southwestern Uganda (72% response rate). Multivariate logistic regression analysis was used for the analysis. 1,179 (60.3%) students in our study sample reported having debuted sexually. Of these 440 (42.2%) used condoms inconsistently with new sexual partners, and 344 (33.6%) had had multiple sexual partners. We found a statistically significant association between poor academicperformance and inconsistent condom use with a new sex partner and this association remained significant even after adjusting for all the potential confounders. There was no such association detected regarding multiple sexual partners. We also found that gender modified the effect of poor academicperformance on inconsistent condom use. Females, who were poor academicperformers, were found to be at a higher risk of inconsistent condom use than their male counterparts. Interventions should be designed to provide extra support to poor academicperformers, which may improve their performance and self-esteem, which in turn might reduce their risky sexual behaviors. PMID:24999121

Little is known about the association between self-reported academicperformance and risky sexual behaviors and if this differs by gender, among university students. Academicperformance can create psychological pressure in young students. Poor academicperformance might thus potentially contribute to risky sexual behavior among university students. The aim of this study was to investigate the association between self-reported academicperformance and risky sexual behaviors, and whether gender affects this relationship among Ugandan university students. In 2010, 1,954 students participated in a cross-sectional survey, conducted at Mbarara University of Science and Technology in southwestern Uganda (72% response rate). Multivariate logistic regression analysis was used for the analysis. 1,179 (60.3%) students in our study sample reported having debuted sexually. Of these 440 (42.2%) used condoms inconsistently with new sexual partners, and 344 (33.6%) had had multiple sexual partners. We found a statistically significant association between poor academicperformance and inconsistent condom use with a new sex partner and this association remained significant even after adjusting for all the potential confounders. There was no such association detected regarding multiple sexual partners. We also found that gender modified the effect of poor academicperformance on inconsistent condom use. Females, who were poor academicperformers, were found to be at a higher risk of inconsistent condom use than their male counterparts. Interventions should be designed to provide extra support to poor academicperformers, which may improve their performance and self-esteem, which in turn might reduce their risky sexual behaviors.

Facilities have a great impact on academicperformances of students, and inadequate facilities translate to poor performance. The study examined the availability and convenience of the facilities that were provided to students with special educational needs in mainstreamed schools. It ascertained the qualifications of teachers teaching in…

Most existing research indicates that working studentsperform more poorly than do full-time students on standardized achievement tests. However, we know there are wide international variations in this gap. This article shows that national and international contexts help to explain the gap in the academicperformance between working and nonworking…

Full Text Available The aim of this study is to investigate the effectiveness of inter-teaching; a student engagement pedagogy associated with behavioural and engagement theories and designed to engage students in their own learning. This methodology was introduced as a response to create a more positive outcome for students studying an auditing course who have historically experienced difficulties with successfully completing the subject. Inter-teaching was implemented and its effectiveness measured by comparing the final exam grade distributions from inter-teaching and the lecture tutorial teaching methods. Using a quantitative research methodology, students fail grade distributions were significantly lower in the inter-teaching semesters compared to previous semesters where the instructional method of teaching was the lecture model. The results suggested that inter-teaching may be a more effective method of teaching, resulting in an improved academicperformance in the auditing course. It is expected that this study will contribute towards the effectiveness of student learning, an improvement in pass rates, and overall greater student satisfaction in advanced accounting courses.

The relationship between the sleep/wake habits and the academicperformance of medical students is insufficiently addressed in the literature. This study aimed to assess the relationship between sleep habits and sleep duration with academicperformance in medical students. This study was conducted between December 2009 and January 2010 at the College of Medicine, King Saud University, and included a systematic random sample of healthy medical students in the first (L1), second (L2) and third (L3) academic levels. A self-administered questionnaire was distributed to assess demographics, sleep/wake schedule, sleep habits, and sleep duration. Daytime sleepiness was evaluated using the Epworth Sleepiness Scale (ESS). School performance was stratified as "excellent" (GPA ≥ 3.75/5) or "average" (GPA students (males: 67%). One hundred fifteen students (28%) had "excellent" performance, and 295 students (72%) had "average" performance. The "average" group had a higher ESS score and a higher percentage of students who felt sleepy during class. In contrast, the "excellent" group had an earlier bedtime and increased TST during weekdays. Subjective feeling of obtaining sufficient sleep and non-smoking were the only independent predictors of "excellent" performance. Decreased nocturnal sleep time, late bedtimes during weekdays and weekends and increased daytime sleepiness are negatively associated with academicperformance in medical students.

Full Text Available Abstract Background The relationship between the sleep/wake habits and the academicperformance of medical students is insufficiently addressed in the literature. This study aimed to assess the relationship between sleep habits and sleep duration with academicperformance in medical students. Methods This study was conducted between December 2009 and January 2010 at the College of Medicine, King Saud University, and included a systematic random sample of healthy medical students in the first (L1, second (L2 and third (L3 academic levels. A self-administered questionnaire was distributed to assess demographics, sleep/wake schedule, sleep habits, and sleep duration. Daytime sleepiness was evaluated using the Epworth Sleepiness Scale (ESS. School performance was stratified as “excellent” (GPA ≥3.75/5 or “average” (GPA Results The final analysis included 410 students (males: 67%. One hundred fifteen students (28% had “excellent” performance, and 295 students (72% had “average” performance. The “average” group had a higher ESS score and a higher percentage of students who felt sleepy during class. In contrast, the “excellent” group had an earlier bedtime and increased TST during weekdays. Subjective feeling of obtaining sufficient sleep and non-smoking were the only independent predictors of “excellent” performance. Conclusion Decreased nocturnal sleep time, late bedtimes during weekdays and weekends and increased daytime sleepiness are negatively associated with academicperformance in medical students.

Full Text Available Objectives: One of the education ministry’s concerns in high schools is the problem of academic achievement. The researches have mentioned that student’s false attribution and absence of scholastic counseling service are the most important factors affecting student’s low performance and achievements. The main goal of this research was to study the rate of cognitive reconstructive effect on attribution style and girl students’ academicperformance at high school in Khalkhal. Methods: Pre-test and post-test experimental designs with control group were used in this study. Thirty high school girl students were chosen randomly in 2 groups including 15 persons in experimental group and 15 persons in control group. Eight sessions of cognitive reconstructive counseling, like communal for experimental group, were held. Subjects were evaluated by attributive style inventory and school year average by per-test and post–test. The general hypothesis was “cognitive reconstructive education influence, students’ attribution style and academic performance”. Manava and independent groups’ t-test for testing hypotheses were used. Results: Analyses showed that cognitive reconstructive education increase internal, permanent and general attributions for positive events and decrease those attributions for negative events. Discussion: Cognitive reconstructive education increase students’ academicperformance.

This study identifies and discusses the academic activities and support services that second-year-engineering students perceived as having impacted their freshman year academicperformance. Guided by Astin's (1984) student involvement theory, this investigation involved a total of 34 participants, and was conducted at a large land-grant university in the southeastern United States during the spring semester of the 1998/99 academic year. The following questions were addressed by this study...

Abstract Background: Learning style is a major consideration in planning for effective and efficient instruction and learning. Learning style has been shown to influence academicperformance in the previous research. Little is known about Taiwanese students' learning styles, particularly in the field of nursing education. Aim: This purpose of this study was to identify the relationship between learning styles and academicperformance among nursing students in a five-year associate degree of nursing (ADN) program and a two-year bachelor of science in nursing (BSN) program in Taiwan. Methods/Design: This study employed a descriptive and exploratory design. The Chinese version of the Myers-Briggs Type Indicator (MBTI) Form M was an instrument. Data such as grade point average (GPA) were obtained from the Office of Academic Affairs and the Registrar computerized records. Descriptive statistics, one-way analysis of variance ANOVA) and chi-square statistical analysis were used to explore the relationship between academicperformance and learning style in Taiwanese nursing students. Results/Findings: The study sample included 285 nursing students: 96 students in a two-year BSN program, and 189 students in a five-year ADN program. Two common learning styles were found: introversion, sensing, thinking, and judging (ISTJ); and introversion, sensing, feeling, and judging (ISFJ). A sensing-judging pair was identified in 43.3% of the participants. Academicperformance was significantly related to learning style (p academicperformance and enhance student success. A large sample is recommended for further research. Understanding the learning style preferences of students can enhance learning for those who are under performing in their academic studies, thereby enhancing nursing education.

This study investigated three factors in the Corno and Mandinach (1983) model of motivated learning that account for the academicperformance of honors and traditionally placed students majoring in biological sciences as represented by their college grade point averages. The following research questions guided the study: (a) Which academic factors or combination of academic factors from the Corno and Mandinach (1983) model correlate with the college grade point averages of honors and traditionally placed students majoring in biological science? (b) Which academic factor or combination of academic factors from the Corno and Mandinach (1983) model best predict college grade point averages for honors and traditionally placed college students majoring in biological science? and (c) Are there significant differences between the perceived nonacademic factors accounting for the success of honors and traditionally placed students majoring in biological science? Scholastic Attitude Test scores and cumulative grade point averages for the participants are collected and evaluated to ascertain a past record of academic capability and a present record of students' academicperformance. Four self-report measures were used to assess students' cognitive and nonacademic traits. Correlations, descriptive statistics, regression analyses, and chi-square statistics were generated and estimations of accounted variance (rsp2) indicated how the variables evaluated in the study contributed to college students' academicperformance. The correlation analysis indicated that none of the factors under investigation significantly correlate with the college grade point averages of the two groups of students. The regression analyses indicated that no factor or combination of factors significantly predicted college grade point average for the two groups of students. There was no significance even when the subscales were collapsed into separate categories. According to the chi-square statistics

The aim of this study is to explore the factors influencing students' academic achievements in secondary school level (grades 09 and 10). Those factors include students' self-reported psychological issues (e.g. perception of being bullied through social media) as well as socioeconomic status. Study participants included 610 students at senior…

We examine the impact of university student burnout on academic achievement. With a longitudinal sample of working undergraduate university business and economics students, we use a two-step analytical process to estimate the efficient frontiers of student productivity given inputs of labour and capital and then analyse the potential determinants…

This study explored the victimization experiences of urban elementary school students to determine whether subsets of youth emerged with similar victimization profiles (e.g., no victimization, multiple types of victimization). It also evaluated whether multiple victimization was associated with greater psychological distress and lower academicperformance. Participants were 689 fifth grade students from an urban, ethnically diverse school district in the Northeast. Youth completed self-report measures in school about bullying victimization, victimization in the home and community, and psychosocial functioning. Cluster analysis suggested the existence of three distinct youth profiles: those with minimal victimization, those victimized primarily by their peers, and those with multiple types of victimizations. As hypothesized, youth with multiple victimizations experienced more psychological distress and earned lower grades than their peers. Findings highlight the heterogeneity of youth victimization experiences and their relations to functioning, and have implications for treatment planning among practitioners working with youth.

This research examined the effects of lecturer-student relationship on the self-esteem and academicperformance of nursing students at the University of Cape Coast, Ghana. The descriptive statistics on the level-clustered random samples indicated two of the lecturer-student relationships, more connectedness and non-threatening, to be positive while the other two, independent and conflicting, were negative relationships. Thus the student-lecturer relationship was an average. With the exception...

Objectives: To determine sleep habits and sleep quality in medical students during their clinical years using validated measures; and to investigate associations with academicperformance and psychological stress. Methods: In this cross-sectional study, medical students (n=320) were randomly selected from a list of all enrolled clinical-year students in a Saudi medical school from 2011-2012. Students filled a questionnaire including demographic and lifestyle factors, Pittsburgh Sleep Qual...

This study examined the relationships between university students' Internet use and students' academicperformance, interpersonal relationships, psychosocial adjustment, and self-evaluation. The study was based on data drawn from a national survey of college students in Taiwan. A stratified sample of 49,609 students (2005-2006 academic year juniors) was randomly selected from 156 universities (174,277 students). Students completed a questionnaire online. Heavy Internet users and nonheavy Internet users differed significantly on a number of dimensions. Nonheavy users had better relationships with administrative staff, academic grades, and learning satisfaction than heavy Internet users. Heavy users were more likely than non-heavy Internet users to be depressed, physically ill, lonely, and introverted.

Since the role of emotional intelligence (EI) in achieving academic excellence requires further research, the aims of this cross-sectional study were to assess EI and its associated factors and to determine any association between EI and academicperformance among final-year dental students in Bengaluru, India. In 2015, 208 dental students from six dental colleges in Bengaluru were invited to participate in the study. Their demographic and lifestyle data were collected, and EI was assessed with the 30-item Emotional Quotient Self-Assessment Checklist developed by Sterrett. Academicperformance was assessed using grades obtained in the final-year undergraduate examination. The response rate was 96% (N=200). Overall, 54.5% of the participants had high EI scores (≥120), although only 51 (25.5%) had a high EI score in all the domains (≥20). EI was significantly greater in females than males. Gender, sleep, meeting friends, physical exercise, recreational activities, and academicperformance were significantly associated with EI and accounted for 42% variance in hierarchical regression analysis. EI was also positively associated with academicperformance. Gender and healthy lifestyle habits were positively associated with EI, which in turn influenced these students' academicperformance. These findings suggest a possible need for attention to developing dental students' EI.

The subjects of this research are 30 students of Dong-Eui Institute of Technology in Busan city, who were grouped into two categories after applying the curriculum of the second semester of the freshman year to their classes: those whose academicperformance was at the top 20% (15 students) and those whose academicperformance was at the bottom 20% (15 students). For the measurement items, we measured their weight, body fat mass, body fat rates, body mass index, and abdominal fat rates by usi...

Full Text Available The study examined the impact of home environment factors on the academicperformance of public secondary school students in Garki Area District, Abuja, Nigeria. The stratified sampling technique was used to select 300 students from six public schools, while the simple random sampling technique was used to administer the questionnaire. The study utilized a descriptive survey research design for the study. Also, data on student’s academicperformance was obtained from student’s scores in four selected school subjects. Data obtained was analyzed using descriptive and inferential statistical techniques; Pearson Product Moment Correlation and Multiple regression analysis (ANOVA. The results result revealed a positive and significant relationship between permissive patenting style with academicperformance (p0.05. Also, the result from the study identified income, educational background and occupational level as well as permissive parenting style as the main predictive variables influencing students’ academicperformance.

Prior studies suggest that students on a longitudinal integrated clerkship (LIC) have comparable academicperformance to those on a rotation-based clerkship (RBC); however, most of these studies did not adjust for preclerkship academicperformance. The objective of this study was to compare the academicperformance of LIC and RBC students matched on prior academicperformance over a three-year period. Each LIC student in the University of Calgary classes of 2009, 2010, and 2011 (n = 34) was matched with four RBC students (n = 136) of similar prior academicperformance. Knowledge and clinical skills performance between the streams was compared. Knowledge was evaluated by internal summative examinations and the Medical Council of Canada Part 1 licensing exam. Clinical skills were evaluated via in-training evaluation report (ITERs) and performance on the clerkship objective structured clinical examination (OSCE). Meta-analysis was used to compare knowledge evaluations and clinical performance for all core clerkship disciplines, and pooled effect sizes from the fixed-effect models were reported. Meta-analyses showed no statistically significant heterogeneity. There were no differences between LIC and RBC students on knowledge evaluations (pooled effect size 0.019; 95% confidence interval [-0.155, 0.152], P = .8), ITERs (pooled effect size -0.015 [-0.157, 0.127], P = .8), or mean OSCE ratings (67.9 [SD = 4.6] versus 68.6 [SD = 5.8], P = .5). After matching on prior academicperformance, LIC and RBC students at one school had comparable performance on summative evaluations of knowledge, clinical performance, and clinical skills over three years.

With the increase of students applying to pharmacy programs, it is imperative that admissions committees choose appropriate measures to analyze student readiness. The purpose of this research was to identify significant factors that predict the academicperformance, defined as grade point average (GPA) at the end of the first professional year, of…

Of the few studies that have examined the effects of romantic relationships on academicperformance, most have been concerned with adolescent students. This study analyzes a data set of more than 300 students at a midsized, private University in the northeast United States to determine if participating in a romantic relationship predicts grade…

Offers a theoretical framework for understanding the academic and career goals, lifestyle, and educational attitudes of college athletes and areas of dissonance between student-athletes and their instructors. Outlines strategies for improving student-athletes' motivation and performance in college courses, focusing on improving their experiences…

This study was designed to investigate the determinant factors affecting academicperformance of regular undergraduate students of Arba Minch University (AMU) Chamo Campus students. The study employed the use of correlation design to establish the nature of the relationships. Data were collected from 100 respondents selected from all the 12…

The main objective of the paper is to investigate the determinant factors affecting the academicperformance of regular undergraduate students of Arba Minch university (AMU) chamo campus students. To meet the objective, the Pearson product moment correlation statistical tool and econometrics data analysis (OLS regression) method were used with the…

The major aim of this study was to investigate the effect of insecurity of school environment on the academicperformance of secondary school students in Imo state, Nigeria. A total of 1000 made up of 500 each of male and female students responded to a self-structured validated questionnaire designed for the study. Two research questions and two…

The socioeconomic status of a child parent impacts on the educational development and achievement of the child. This study evaluated the effect of socioeconomic status, specifically parents income and parents-child relationship on student's academicperformance in Senior High School in Japan. Three hundred students of Senior High Schools in Osaka…

Achievement in school is crucial for students to be able to pursue successful careers and lead happy lives in the future. Although many psychological attributes have been found to be associated with academicperformance, the neural substrates of academicperformance remain largely unknown. Here, we investigated the relationship between brain structure and academicperformance in a large sample of high school students via structural magnetic resonance imaging (S-MRI) using voxel-based morphometry (VBM) approach. The whole-brain regression analyses showed that higher academicperformance was related to greater regional gray matter density (rGMD) of the left dorsolateral prefrontal cortex (DLPFC), which is considered a neural center at the intersection of cognitive and non-cognitive functions. Furthermore, mediation analyses suggested that general intelligence partially mediated the impact of the left DLPFC density on academicperformance. These results persisted even after adjusting for the effect of family socioeconomic status (SES). In short, our findings reveal a potential neuroanatomical marker for academicperformance and highlight the role of general intelligence in explaining the relationship between brain structure and academicperformance.

Education research has focused on defining and identifying student learning style preferences and how to incorporate this knowledge into teaching practices that are effective in engaging student interest and transmitting information. One objective was determining the learning style preferences of undergraduate students in Biology courses at New Mexico State University by using the online VARK Questionnaire and an investigator developed survey (Self Assessed Learning Style Survey, LSS). Categories include visual, aural, read-write, kinesthetic, and multimodal. The courses differed in VARK single modal learning preferences (p = 0.035) but not in the proportions of the number of modes students preferred (p = 0.18). As elsewhere, the majority of students were multimodal. There were similarities and differences between LSS and VARK results and between students planning on attending medical school and those not. Preferences and modalities tended not to match as expected for ratings of helpfulness of images and text. To detect relationships between VARK preferred learning style and academicperformance, ANOVAs were performed using modality preferences and normalized learning gains from pre and post tests over material taught in the different modalities, as well as on end of semester laboratory and lecture grades. Overall, preference did not affect the performance for a given modality based activity, quiz, or final lecture or laboratory grades (p > 0.05). This suggests that a student's preference does not predict an improved performance when supplied with material in that modality. It is recommended that methods be developed to aid learning in a variety of modalities, rather than catering to individual learning styles. Another topic that is heavily debated in the field of education is the use of simulations or videos to replace or supplement dissections. These activities were compared using normalized learning gains from pre and post tests, as well as attitude surveys

Research on emotional intelligence (EI) suggests that it is associated with more pro-social behavior, better academicperformance and improved empathy towards patients. In medical education and clinical practice, EI has been related to higher academic achievement and improved doctor-patient relationships. This study examined the effect of EI on academicperformance in first- and final-year medical students in Malaysia. This was a cross-sectional study using an objectively-scored measure of EI, the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Academicperformance of medical school students was measured using continuous assessment (CA) and final examination (FE) results. The first- and final-year students were invited to participate during their second semester. Students answered a paper-based demographic questionnaire and completed the online MSCEIT on their own. Relationships between the total MSCEIT score to academicperformance were examined using multivariate analyses. A total of 163 (84 year one and 79 year five) medical students participated (response rate of 66.0%). The gender and ethnic distribution were representative of the student population. The total EI score was a predictor of good overall CA (OR 1.01), a negative predictor of poor result in overall CA (OR 0.97), a predictor of the good overall FE result (OR 1.07) and was significantly related to the final-year FE marks (adjusted R(2) = 0.43). Medical students who were more emotionally intelligent performed better in both the continuous assessments and the final professional examination. Therefore, it is possible that emotional skill development may enhance medical students' academicperformance.

Full Text Available This study aimed to investigate the influence of reciprocal interactions in the family on academicperformance among secondary school students in Siaya District. Stratified and purposive sampling techniques were used to select the study participants. The sample comprised of a total of 243 students (154 boys and 89 girls drawn from 27 public coeducational schools in the district. Data was collected using student questionnaires. The researchers’ judgment of the representativeness of the items in the questionnaire to the study topic was used to determine content validity of the instrument while Cronbach’s alpha coefficient was used to ascertain validity and reliability of the instrument. Linear regression analysis and one way Analysis of Variance were used to analyze data. The results revealed significant relationship between reciprocal interactions in the family and academicperformance of students. There was positive correlation between parental expectation, autonomy granting, cross-sex behaviour and students’ academicperformance. Siblings’ sex dyads and birth order were also found to correlate with students’ academicperformance. The findings may be used by policy makers to sensitize parents and students on the significance of specific interactions in the family on academicperformance.

A review of 13 years of research into antecedents of university students' grade point average (GPA) scores generated the following: a comprehensive, conceptual map of known correlates of tertiary GPA; assessment of the magnitude of average, weighted correlations with GPA; and tests of multivariate models of GPA correlates within and across research domains. A systematic search of PsycINFO and Web of Knowledge databases between 1997 and 2010 identified 7,167 English-language articles yielding 241 data sets, which reported on 50 conceptually distinct correlates of GPA, including 3 demographic factors and 5 traditional measures of cognitive capacity or prior academicperformance. In addition, 42 non-intellective constructs were identified from 5 conceptually overlapping but distinct research domains: (a) personality traits, (b) motivational factors, (c) self-regulatory learning strategies, (d) students' approaches to learning, and (e) psychosocial contextual influences. We retrieved 1,105 independent correlations and analyzed data using hypothesis-driven, random-effects meta-analyses. Significant average, weighted correlations were found for 41 of 50 measures. Univariate analyses revealed that demographic and psychosocial contextual factors generated, at best, small correlations with GPA. Medium-sized correlations were observed for high school GPA, SAT, ACT, and A level scores. Three non-intellective constructs also showed medium-sized correlations with GPA: academic self-efficacy, grade goal, and effort regulation. A large correlation was observed for performance self-efficacy, which was the strongest correlate (of 50 measures) followed by high school GPA, ACT, and grade goal. Implications for future research, student assessment, and intervention design are discussed.

Although academic advising in Kenyan universities exists, no research has been done to find out how it impacts on students' educational and career goals. This research aimed at establishing the effect of academic advising on academicperformance and the influence of year of study and gender on students' tendency to ...

Phenomenon: Medical students' coping abilities are important for academic success and emotional health. The authors explored differences in students' use of active, problem-solving strategies and emotional, inwardly directed approaches; the change in coping strategies used during medical school; and coping strategy impact on performance. One hundred eighty-three students completed the Ways of Coping Scale at matriculation and end of the 2nd and 3rd years. Frequency of each of 8 ways of coping, changes in coping strategy use over time, and relationship of coping method with preclinical and clinical scores were calculated. Students varied widely in use of coping mechanisms. Over time, students shifted to using emotional strategies more frequently while decreasing their use of active strategies. Coping strategies were unrelated to preclinical academicperformance (R 2 = .09, adjusted R 2 = .04, ns) but were related to clinical performance (R 2 = .23, adjusted R 2 = .18, p performance and emotional methods associated with lower performance. Insights: Students decreased use of active coping strategies and increased use of emotional coping strategies over time, but emotional strategies were associated with poorer clinical academicperformance. These shifts in coping methods may be detrimental to studentperformance and learning. Improving students' ability to cope should be an educational priority.

Inadequate sleep among adolescents is considered an epidemic in the United States. Late night bedtimes could be an important factor in academicperformance and health with consequences continuing throughout adulthood. The purpose of this study was to explore the relationships between late night bedtimes, academicperformance (grade point average…

Motivational interviewing (MI) is an effective method of promoting change in adults, but research on adolescents is limited. This study tests the efficacy of MI for promoting academic achievement in middle school students. Participants were 103 6th-, 7th-, and 8th-grade students randomly assigned to either a MI (n = 50) or a waitlist control…

New preferential policies in China promise to increase the number of rural students entering top-tier universities, where there is a wider path to a higher social status. While a substantial body of literature has investigated rural students' trajectories to university, there is a dearth of systematic empirical studies on the academic success of…

Project SUCCESS (PS) is a substance use prevention program that targets indicated high school students. We used archival data to explore the program's effects on students' academic achievement and disciplinary problems. It is essential to demonstrate such effects, if prevention curricula are to survive in schools that face multiple competing…

This study examines the rules used by Chinese students to integrate information, and examines the perceived importance of academic ability, effort, and study skills to students and teachers. Information integration theory indicates that individuals use simple algebraic rules (averaging, adding, or multiplying) to integrate information. Cultural…

Background: Establishing early healthy eating and physical activity behaviours is critical in supporting children’s long-term health and well-being. The objective of the current paper was to examine the association between health behaviours and academicperformance in elementary school students in a school board in Nova Scotia, Canada. Methods: Our population-based study included students in grades 4–6 across 18 schools in a rural school board. Diet and physical activity were assessed through validated instruments. Academicperformance measures were obtained from the school board for Mathematics and English Language Arts (ELA). Associations between health behaviours and academicperformance were assessed using multilevel logistic regression. Results: Students with unhealthy lifestyle behaviours were more likely to have poor academicperformance for both ELA and Mathematics compared to students with healthy lifestyle behaviours; associations were statistically significant for diet quality, physical activity, sugar-sweetened beverage consumption for ELA; and breakfast skipping, not being physically active at morning recess, and not being physically active after school for Mathematics. The effects of diet and physical activity were independent of each other and there was no interaction between the two exposures. Conclusions: Our findings suggest that support for healthy behaviours may help to improve academic outcomes of students. PMID:26610537

Establishing early healthy eating and physical activity behaviours is critical in supporting children's long-term health and well-being. The objective of the current paper was to examine the association between health behaviours and academicperformance in elementary school students in a school board in Nova Scotia, Canada. Our population-based study included students in grades 4-6 across 18 schools in a rural school board. Diet and physical activity were assessed through validated instruments. Academicperformance measures were obtained from the school board for Mathematics and English Language Arts (ELA). Associations between health behaviours and academicperformance were assessed using multilevel logistic regression. Students with unhealthy lifestyle behaviours were more likely to have poor academicperformance for both ELA and Mathematics compared to students with healthy lifestyle behaviours; associations were statistically significant for diet quality, physical activity, sugar-sweetened beverage consumption for ELA; and breakfast skipping, not being physically active at morning recess, and not being physically active after school for Mathematics. The effects of diet and physical activity were independent of each other and there was no interaction between the two exposures. Our findings suggest that support for healthy behaviours may help to improve academic outcomes of students.

Full Text Available Background: Establishing early healthy eating and physical activity behaviours is critical in supporting children’s long-term health and well-being. The objective of the current paper was to examine the association between health behaviours and academicperformance in elementary school students in a school board in Nova Scotia, Canada. Methods: Our population-based study included students in grades 4–6 across 18 schools in a rural school board. Diet and physical activity were assessed through validated instruments. Academicperformance measures were obtained from the school board for Mathematics and English Language Arts (ELA. Associations between health behaviours and academicperformance were assessed using multilevel logistic regression. Results: Students with unhealthy lifestyle behaviours were more likely to have poor academicperformance for both ELA and Mathematics compared to students with healthy lifestyle behaviours; associations were statistically significant for diet quality, physical activity, sugar-sweetened beverage consumption for ELA; and breakfast skipping, not being physically active at morning recess, and not being physically active after school for Mathematics. The effects of diet and physical activity were independent of each other and there was no interaction between the two exposures. Conclusions: Our findings suggest that support for healthy behaviours may help to improve academic outcomes of students.

Good sleep quality and quantity are fundamental to the maintenance of normal physiological processes. Changes in sleep patterns are commonly observed among young adults and are shown to impact neurocognitive, academic, and psychological well-being. Given the scarcity of sleep information about Lebanon and acknowledging the sex differences in various sleep dimensions, we conducted a study that aimed at assessing sex differences in sleep habits among university students in Lebanon in relation to psychoacademic status. A total of 540 students (50.6% females) completed a questionnaire that inquired about sociodemographics and evaluated sleep quality and depression using the Pittsburg Sleep Quality Index (PSQI) and Center for Epidemiological Studies Depression Scale (CES-D), respectively. The mean PSQI global score (6.57±3.49) indicated poor sleep, with no significant differences between men and women. The sleep/wake rhythm was delayed on weekends for both sexes. Females exhibited earlier bedtimes and rise times and longer sleep durations on both weekdays and weekends. However, unlike males females showed a greater phase delay in wake times than bedtimes on weekends (149 minutes vs 74 minutes, respectively). In all, 70.9% of females suffered from depressive symptoms, which was a significantly higher proportion compared with 58.5% of males (Pacademic performance of females was significantly better than that of males (2.8±0.61 vs 2.65±0.61, Psleep duration (r=-0.221, Psleep timing, such as bedtime/rise time and nocturnal sleep duration, rather than sleep quality exist among Lebanese university students. Sex-specific sleep patterns have differential impact on psychological and academic well-being.

The study sought to assess students' use of social media and its effect on academicperformance of tertiary institutions students in Ghana with a focus on Koforidua Polytechnic students. Questionnaire was used for collecting data. Out of one thousand five hundred and seventy-eight copies of the questionnaire distributed, one thousand five hundred…

To describe Pacific students in the first year of health sciences at tertiary level, their academicperformance, and factors associated with academic outcomes. Routinely collected data for students who enrolled in the Health Sciences First Year (HSFY) programme at the University of Otago between 2007 and 2011, including their school National Certificate in Educational Achievement (NCEA) results were obtained in anonymous form. Descriptive statistics were calculated and regression analyses were undertaken using SAS v9.2 software. A small but increasing number of Pacific students are enrolling in health sciences at tertiary level. Pacific students had poorer performance compared to non-Pacific students in both NCEA and the HSFY programme. Factors associated with academicperformance were gender, NCEA results, school decile, accommodation type, ethnicity, international status and disability. Pacific students are under-represented in health sciences and would benefit from better preparation from school. Pacific solutions are required to improve academic outcomes over and above mainstream policy solutions. Tertiary institutions need to engage prospective students earlier to ensure they are well informed of requirements, and are appropriately prepared for study at the tertiary level.

Introduction: The adjustment difficulties of college students have been an emerging issue. Many studies have proved that the adjustment difficulties like appetite disturbance, concentration problems and depression are most evident in freshmen. To help college students in resolving their adjustment issues, we made efforts in the form of establishing a counselling system to provide intervention to the students, so that their social and emotional problems did not interfere with their academic pe...

INTRODUCTION: Clinical teaching at outpatient settings is an essential part of undergraduate medical students' training. The increasing number of students in many medical schools and short hospital stays makes inpatient teaching alone insufficient to provide students with the required clinical skills. To make up this shortfall, outpatient clinical teaching has been implemented by our Department of Obstetrics and Gynecology, King Khalid University, KSA, throughout the academic year 2015–2016. ...

Background: This study aimed to examine differences in socio-demographics and health behaviour between Belgian first year university students who attended all final course exams and those who did not. Secondly, this study aimed to identify weight and health behaviour related correlates of academicperformance in those students who attended all course exams. Methods: Anthropometrics of 101 first year university students were measured at both the beginning of the first (T1) and second (T2) s...

This study aimed to investigate the influence of reciprocal interactions in the family on academicperformance among secondary school students in Siaya District. Stratified and purposive sampling techniques were used to select the study participants. The sample comprised of a total of 243 students (154 boys and 89 girls) drawn from 27 public coeducational schools in the district. Data was collected using student questionnaires. The researchers’ judgment of the representativeness of the items...

Full Text Available Background: Physical and mental comfort is known to have a crucial influence on health and performance amongst medical students. Very often, medical students suffer from poor quality of life (QOL related to the work-life balance due to the lack of sleep, nutritional and dietary disorders and low physical activity, resulting in a negative impact on their academicperformance. This study aims to determine the potential academic/non-academic factors and extra-curricular activities influencing the performance of medical students in Universiti Sultan Zainal Abidin (UniSZA. Materials and Methods: This was a cross-sectional study conducted on medical students at the Faculty of Medicine, UniSZA, Terengganu, Malaysia. A sample size of 300 respondents were recruited from Year I to V medical students. The questionnaire was adopted, modified and validated from a similar study in Saudi Arabia. Results: Majority of the students enjoy medical education are self-motivated, have a good command of English, non-smokers and have a sufficient sleep. Conclusion: University medical students possess good QOL within the optimum educational environment.

Ego defense mechanisms are unconscious psychological processes that help an individual to prevent anxiety when exposed to a stressful situation. These mechanisms are important in psychiatric practice to assess an individual's personality dynamics, psychopathologies, and modes of coping with stressful situations, and hence, to design appropriate individualized treatment. Our study delineates the relationship of ego defense mechanisms with anxiety, depression, and academicperformance of Pakistani medical students. This cross-sectional study was done at CMH Lahore Medical College and Fatima Memorial Hospital Medical and Dental College, both in Lahore, Pakistan, from December 1, 2014 to January 15, 2015. Convenience sampling was used and only students who agreed to take part in this study were included. The questionnaire consisted of three sections: 1) Demographics, documenting demographic data and academic scores on participants' most recent exams; 2) Hospital Anxiety and Depression Scale (HADS); and 3) Defense Style Questionnaire-40 (DSQ-40). The data were analyzed with SPSS v. 20. Mean scores and frequencies were calculated for demographic variables and ego defense mechanisms. Bivariate correlations, one-way ANOVA, and multiple linear regression were used to identify associations between academic scores, demographics, ego defense mechanisms, anxiety, and depression. A total of 409 medical students participated, of whom 286 (70%) were females and 123 (30%) were males. Mean percentage score on the most recent exams was 75.6% in medical students. Bivariate correlation revealed a direct association between mature and neurotic ego defense mechanisms and academicperformance, and an indirect association between immature mechanisms and academicperformance. One-way ANOVA showed that moderate levels of anxiety (P academicperformance. There was a significant association between academicperformance and ego defense mechanisms, anxiety, and depression levels in our

Academic stress negatively affects students' performance. However, little is known of the processes that may be involved in this association. This study aimed to analyze how other variables such as coping strategies and exam-related self-efficacy could be related to academic stress and performance for dental students. An online survey, including measures of coping strategies, perceived stress, exam-related self-efficacy, and academicperformance, was completed by undergraduate dental students in Madrid, Spain. Of the 275 students invited to take the survey, 201 participated (response rate 73.6%). Rational coping strategies (problem-solving, positive reappraisal, seeking social support) were negatively associated with perceived stress (β=-0.25, pstress (β=0.34, pexam-related self-efficacy, and this relation was found to be partially mediated by the students' perceived stress (β=-0.30, pstress during the examination period was found to be associated with poorer average grades (β=-0.21, pexam-related self-efficacy partially mediated this relation (β=0.23, pstress for dental students and, through their effect on exam-related self-efficacy appraisals, contribute to improved academicperformance.

Energy drink (ED) use among college students to improve academicperformance (AP) has skyrocketed. A growing body of literature indicates that the risks associated with ED use may outweigh the perceived benefits. In this study, 486 undergraduates were surveyed on their general substance and ED usage, Social Problem-Solving (SPS) ability, and AP. It was hypothesized that: (1) ED use would be a negative predictor of AP; (2) SPS would be a positive predictor of AP; (3) SPS would be a negative predictor of ED use; and (4) SPS and ED use would account for a significant amount of the variance in AP. A linear multiple regression for AP was conducted, with predictor variables entered in the following order: total drug use, non-ED caffeine use, SPS, and ED use. The overall model was significant and accounted for approximately 7% of the variance in AP. The hypotheses of the study were supported, indicating that ED use may be related to decreased AP, SPS ability may be related to increased AP, or that students with poor AP and less effective SPS skills are more likely to use EDs. Implications of these findings are important for college students and other users of ED products.

Self-determination theory defines motivation as a multidimensional concept, with autonomous and controlled motivation as central factors of broader distinctions. Previous research has proven that academic achievements are positively correlated with autonomous motivation. Students from 10 Slovenian grammar schools were involved in empirical study, in which a cluster analysis revealed two motivational profiles: a low quantity motivation group (low controlled and autonomous motivation) and a good quality motivation group (high autonomous and low or average controlled motivation). Statistically significant differences between the two identified motivational profiles were found for students' general as well as chemistry performance in three grades of schooling. Furthermore, a good quality motivation group is also more in favour of autonomy-supportive teaching methods used in chemistry classes. Examination of students' opinions about important chemistry topics, and on the other hand, unimportant ones, and not connected with life, reveals that the basic reason for distinction might lie in the chemistry teacher's approach used while presenting these topics. Some chemistry teachers are not using an autonomy-supportive way of teaching which would contribute to better teaching outcomes; therefore a need for further research on Slovenian chemistry teachers' motivation and their teaching approaches was recognized.

The initial year of university is often a sensitive period for new students. Commencing students may lack the necessary skills and resources to adapt to unfamiliar learning environments. One intervention demonstrating academic benefits is Peer Assisted Study Sessions (PASS). PASS is a structured peer led study group where students collectively…

This study sought to find any difference between students' GPA at College of San Mateo and at 4-year institutions, to identify different characteristics among transfers and their relationship to academicperformance, and to assess any relation between performance at a 4-year institution and choice of major in junior college. First-time transfers…

The Measurements for Team Functioning (MTF) database contains a series of studentacademicperformance measurements obtained at a national university in Taiwan. The measurements are acquired from unit tests and homework tests performed during a core mechanical engineering course, and provide an objective means of assessing the functioning of…

Students' mental health is associated to academicperformance. In high income countries, higher students' grades are related to lower odds of suicidal behaviors, but studies on other indicators of academicperformance are more limited, specially in middle income countries. Data from 28,519 middle and high school students selected with multistage clustered sampling in the Mexican National Survey of Student's Drug Use. Using a self-administered questionnaire, lifetime suicidal attempt and four indicators of academicperformance were assessed: age inconsistency with grade level, not being a student in the last year, perceived academicperformance and number of failed courses. Multiple logistic regression models were used to control for sociodemographic and school characteristics. The lifetime prevalence of attempted suicide was 3.0% for middle school students and 4.2% for high school students. Among middle school students, statistically adjusted significant associations of suicide attempt with academicperformance indicators were: not being a student the year before, worse self-perceived performance and a higher number of failed courses; among high school students, predictors were failed courses and self-perceived academicperformance, with ORs of 1.65 and 1.96 for the categories of good and fair/poor respectively, compared to those who reported very good performance. Self-perceived academicperformance was the main indicator for suicide in both school levels. Suicide prevention efforts in Mexico's schools should include asking students about the perception they have about their own academicperformance.

Inadequate sleep among adolescents is considered an epidemic in the United States. Late night bedtimes could be an important factor in academicperformance and health with consequences continuing throughout adulthood. The purpose of this study was to explore the relationships between late night bedtimes, academicperformance (grade point average [GPA]), and utilization of health care (school nurse visits) in a residential high school. The data were collected from archival records for one academic semester. The statistical analysis employed the nonparametric Pearson's correlation coefficient ( r) with the standard level of significance (α = .05). Positive and inverse linear relationships were found between bedtime and school nurse visits ( p academicperformance. Adolescent late night bedtimes may be an important consideration for academic success and maintaining health in residential high schools.

Full Text Available Colette S Kabrita,1 Theresa A Hajjar-Muça,2 1Department of Sciences, 2Department of Mathematics and Statistics, Faculty of Natural and Applied Sciences, Notre Dame University – Louaize, Zouk Mosbeh, Lebanon Abstract: Good sleep quality and quantity are fundamental to the maintenance of normal physiological processes. Changes in sleep patterns are commonly observed among young adults and are shown to impact neurocognitive, academic, and psychological well-being. Given the scarcity of sleep information about Lebanon and acknowledging the sex differences in various sleep dimensions, we conducted a study that aimed at assessing sex differences in sleep habits among university students in Lebanon in relation to psychoacademic status. A total of 540 students (50.6% females completed a questionnaire that inquired about sociodemographics and evaluated sleep quality and depression using the Pittsburg Sleep Quality Index (PSQI and Center for Epidemiological Studies Depression Scale (CES-D, respectively. The mean PSQI global score (6.57±3.49 indicated poor sleep, with no significant differences between men and women. The sleep/wake rhythm was delayed on weekends for both sexes. Females exhibited earlier bedtimes and rise times and longer sleep durations on both weekdays and weekends. However, unlike males females showed a greater phase delay in wake times than bedtimes on weekends (149 minutes vs 74 minutes, respectively. In all, 70.9% of females suffered from depressive symptoms, which was a significantly higher proportion compared with 58.5% of males (P<0.01. Based on the mean cumulative self-reported grade point average (GPA, the academicperformance of females was significantly better than that of males (2.8±0.61 vs 2.65±0.61, P<0.05, respectively. Depression, as scored by CES-D, in females was significantly negatively correlated with the cumulative GPA (r=-0.278, P<0.01, earlier wake time (r=-0.168, P<0.05, and average sleep duration (r=-0

Based on survey data on college students from 20 higher education institutions in Jiangsu Province, the effects of family capital on the academicperformances of college students is analyzed. The study finds that family capital, place of origin, and birthplace clearly affect the academicperformance, the chances of being appointed student cadres,…

This article aims to investigate the academicperformance (measured by quality points) of the business students in quantitative courses. It also explores the impact of a number of factors on the academicperformance of business students in these courses. A random sample of 750 third- and fourth-level business students at the United Arab Emirates…

The Learning Center (TLC) at Mississippi State University (MSU) is an academic support unit designed to help students improve their academicperformance. One of the programs offered by TLC is the Learning Skills Support Program (LSSP), which is designed for academically suspended students. The Center has traditionally used the Learning and Study…

Background: The attendance mandate for the medical course in Melaka Manipal Medical College, Manipal, India was increased from 75% to 90% based on the assumption that the mandatory increase will improve the students? performance. Aims: To find out whether there is any correlation between class attendance and academicperformance. Subjects and Methods: This was an institution based retrospective analytical study. Students who have completed Phase I (first two and a half years) of the MBBS cour...

Full Text Available Students embarking on a bioscience degree course, such as Animal Science, often do not have sufficient experience in mathematics. However, mathematics forms an essential and integral part of any bioscience degree and is essential to enhance employability. This paper presents the findings of a project looking at the effect of mathematics tutorials on a cohort of first year animal science and management students. The results of a questionnaire, focus group discussions and academicperformance analysis indicate that small group tutorials enhance students’ confidence in maths and improve students’ academicperformance. Furthermore, student feedback on the tutorial programme provides a deeper insight into student experiences and the value students assign to the tutorials.

There are numerous claims that playing computer and video games may be educationally beneficial, but there has been little formal investigation into whether or not the frequency of exposure to such games actually affects academicperformance. This paper explores the issue by analysing the relationships between gaming frequency –measured as the amount of time undergraduate students spend playing games in their free time – and their academicperformance as measured by their examination marks. U...

The attendance mandate for the medical course in Melaka Manipal Medical College, Manipal, India was increased from 75% to 90% based on the assumption that the mandatory increase will improve the students' performance. To find out whether there is any correlation between class attendance and academicperformance. This was an institution based retrospective analytical study. Students who have completed Phase I (first two and a half years) of the MBBS course were included in the study. Student marks and attendance, from the database were obtained from three random batches, each, from two clusters A and B respectively. Those who had a mandatory attendance requirement of 75% belonged to A (n = 243), and those who had a mandatory attendance percentage of 90% belonged to B (n = 360). Statistical analyses performed included, Pearson 2 tailed correlation to correlate class attendance with studentperformance; Cluster analysis to classify group average in a similarity matrix; t-test to determine significance of difference in percentage of students who attained 100% when the college changed mandatory attendance from 75% to 90%; Mann-Whitney test to find out if there was a better performance in university exam when attendance policy changed. There was a significant correlation between attendance and the students who passed in the University exam. The number of students in the pass category was maximum (>90%) compared to students in distinction and failed categories. Percentage of students with 100% attendance rose from 4% (n = 10) to 11% (n = 40) when the mandatory attendance was increased from 75% to 90%. Attendance policy correlated with better academicperformance. Reducing absenteeism, probably contributed to the improved academicperformance of the students. But the link between attendance and best and worst performances could not be predicted because of small numbers in every batch.

Some biological and behavioral elements which could explain differences between high and low academic attainment (HA/LA) students were identified. The qEEG of subjects under the 10-20 derivation system was recorded at rest and while completing a 3-back working memory (WM) task. While completing the task LA students showed more theta and total absolute potency at rest, and HA individuals showed more energy in delta and theta frequencies in frontal regions; LA students made a higher number of mistakes while executing the WM task with no differences in reaction time between groups. We conclude that a diminished WM capacity is present in LA students.

As one of the most important dependent variables in education and work research, performance has been operationalised either as the proficiency with which core tasks are performed (task performance), or as extra-role behaviours that support core activities (organisational citizenship behaviours). Relative to academicperformance (core academic…

Evaluate the academic experience and satisfaction of students enrolled in the dual PharmD/MBA degree program between the South Carolina College of Pharmacy and The Citadel's School of Business Administration. Compare grade point averages of students enrolled in the dual degree program with those of traditional student colleagues. A standardized satisfaction survey instrument was administered to 32 students currently enrolled in the dual PharmD/MBA degree program. Grade point averages (GPAs) in both pharmacy and business coursework were also collected for analysis. There were slightly higher percentages of both female and minority students in the dual degree program compared to the pharmacy class as a whole. Eighteen (56%) of students completed the survey, and responses were generally positive. The mean GPA of students in the dual degree program was higher than that of both pharmacy (3.37 vs 3.08, p vs 3.64, not statistically significant) students not enrolled in the dual degree program. Students enrolled in the dual degree program did better academically than their counterparts and indicated an overall high level of satisfaction with the program.

This study examined undergraduate students in four randomly assigned groups, Generative Reading, SQ3R (Robinson, (1946, 1970), and no intervention, and general examinations as the control, to identify which strategy was most beneficial for improving exam scores and academic self-efficacy. Findings suggest students participating in reading…

In this study, numerical course scores of second-year dental students in four successive classes in an oral and maxillofacial pathology course were compared. While the course content and teaching methods were essentially unchanged throughout the four years, two modest departures from the sole use of multiple-choice format questions were made in the assessment of student achievements. The modifications consisted of creating a more challenging examination procedure through the inclusion of un-cued short-answer format questions and the institution of correction-for-guessing scoring on multiple-choice examinations. Academically, the students in the four classes were comparable, as indicated by their respective numerical course score distributions in a prerequisite general pathology course in which the course content was unchanged, and all multiple-choice format questions were used to assess studentacademic achievements. This four-year study demonstrated that two qualitative changes in the educational environment-utilization of un-cued short-answer questions and correction for guessing scoring of multiple-choice questions-separately resulted in significant improvements in student course scores. Our results support the notion that, without any changes in curricular content or emphasis, combinations of qualitative changes in the assessment procedures alter student behavior and, as a consequence, appreciably improve their academic achievements.

In response to the continued pressure placed on American public schools to increase academic achievement, some schools have begun to reorganize instructional environments in an effort to improve student outcomes. The current study examined one such elementary school that implemented a departmentalized model of instruction in fourth and fifth-grade…

Many students attending public schools exhibit discipline problems such as disruptive classroom behaviour, vandalism, bullying, and violence. Establishing effective discipline practices is critical to ensure academic success and to provide a safe learning environment. In this article, we describe the effects of whole-school positive behaviour…

The purpose of this study was to investigate the relationships between the perceptions of school membership, risk factors, and school outcomes among a sample of alternative school students. The study subjects were 48 7th-9th graders who were at high risk for school failure because of their serious and chronic behavioral and academic problems. All…

Leptin, identified as an antiobesity hormone, also has important role in responses to stress and processing of memory. This study was designed to determine effects of academic examination stress-induced changes in serum leptin and its impact on academicperformance. Eighty five healthy female students (age 19-21 years; BMI 21.9 ± 1.6) were recruited for the study. Serum leptin and cortisol were monitored at base line (beginning of academic session) and on the day of examination; using a standardized ELISA kit. Acute perception of academic examination stress was determined with the help of a questionnaire derived from Hamilton Anxiety Scale and self report of stress perception. Academicperformance was evaluated by the percentage of marks obtained in the examination. Serum cortisol levels were positively correlated (p stress but not with academicperformance. There was an inverted U-shape relationship between level of stress and academicperformance. Leptin increased in all stress groups and correlated (p stress and circulating leptin. The findings suggest the peptide hormone, leptin, is a biomarker of stress perception and a mediator of facilitating effects of stress on cognition.

Emotional intelligence (EI) refers to the composite set of capabilities that enable a person to identify, assess, understand, and control emotions of oneself and others. This study was conducted to assess trait EI, to examine possible differences in the EI level of medical students in terms of gender, and to investigate the correlation between EI of medical students and their academicperformance. We used a cross-sectional survey consisting of a self-assessment questionnaire distributed to 200 undergraduate medical students after informed consent. Subjects responded on a five-point Likert scale. Data obtained were examined using descriptive frequencies, percentages, and correlations and analyzed with SPSS software. Sixty-five percent of medical students had high EI. EI was significantly higher in females (72.27± 8.84) compared to males (67.47± 15.43) (P = 0.007). There was a positive correlation between EI and academicperformance (r = 0.51). EI is a necessary component of medical students' skill sets to ensure that they are not only knowledgeable and academically competent in medical school but will also succeed in the future as quality healthcare professionals. There should be a balance between intelligence quotient and EI in students' learning processes to ensure success both personally and professionally. Students with good EI tend to be skilled at interpreting emotions; skills which, in turn, will add on to their performance in medical training and patient care.

Personality–performance research typically uses samples of psychology students without questioning their representativeness. The present article reports two studies challenging this practice. Study 1: group differences in the Big Five personality traits were explored between students (N = 1067......) in different academic majors (medicine, psychology, law, economics, political science, science, and arts/humanities), who were tested immediately after university enrolment. Study 2: six and a half years later the students’ academic records were obtained, and predictive validity of the Big Five personality...... traits and their subordinate facets was examined in the various academic majors in relation to Grade Point Average (GPA). Significant group differences in all Big Five personality traits were found between students in different academic majors. Also, variability in predictive validity of the Big Five...

The authors of this article report on an intervention designed to improve the academic component of an extended after-school program. The agency involved in this intervention was a non-profit community action group (CAG) agency whose mission is to improve the socio-economic well-being of the residents of Upper Manhattan, the Bronx, and New York City. The agency has a staff of 200 that serve high school students. The intervention program was designed to (1) improve the working relationship between teachers, families, and students in the after-school program, (2) develop new and innovative ways to improve the academic curricula of the after-school program, and (3) provide continuous education to stakeholders to the after-school program. Improvements in studentperformance relating to attendance, academic work, discipline and social behaviors were reported. The intervention reported in this article has the potential of supporting learning and developmental outcomes over time.

Full Text Available ABSTRACT CONTEXT AND OBJECTIVE: University students are generally at the typical age of onset of mental disorders that may affect their academicperformance. We aimed to characterize the university students attended by psychiatrists at the students’ mental health service (SAPPE and to compare their academicperformance with that of non-patient students. DESIGN AND SETTING: Cross-sectional study based on review of medical files and survey of academic data at a Brazilian public university. METHODS: Files of 1,237 students attended by psychiatrists at SAPPE from 2004 to 2011 were reviewed. Their academicperformance coefficient (APC and status as of July 2015 were compared to those of a control group of 2,579 non-patient students matched by gender, course and year of enrolment. RESULTS: 37% of the patients had had psychiatric treatment and 4.5% had made suicide attempts before being attended at SAPPE. Depression (39.1% and anxiety disorders/phobias (33.2% were the most frequent diagnoses. Severe mental disorders such as psychotic disorders (3.7% and bipolar disorder (1.9% were less frequent. Compared with non-patients, the mean APC among the undergraduate patients was slightly lower (0.63; standard deviation, SD: 0.26; versus 0.64; SD: 0.28; P = 0.025, but their course completion rates were higher and course abandonment rates were lower. Regarding postgraduate students, patients and non-patients had similar completion rates, but patients had greater incidence of discharge for poor performance and lower dropout rates. CONCLUSION: Despite the inclusion of socially vulnerable people with severe mental disorders, the group of patients had similar academicperformance, and in some aspects better, than, that of non-patients.

Canada's rising immigrant population has led to an increasing number of nursing students for whom English is an"additional language" (EAL). Although many of these students are successful academically, there is a persistent small number who struggle due to their limited English-language skills and their different cultural knowledge and practices. Despite the difficulties they experience, the students' desire to enter the nursing profession remains strong. A qualitative study was undertaken to identify factors that influence these students' academicperformance from the perspectives of the students themselves and their instructors. Fourteen EAL nursing students were interviewed. Analysis of the interview data revealed factors that influenced the students' experiences in their nursing programs.The authors describe the students' perspectives on the challenges and motivators they encountered in their nursing programs. They also recommend strategies that could help EAL students to achieve success in their nursing studies.

Several studies indicate that students who are involved in extracurricular activities during college are more academically successful than are those who are not; however, most studies do not distinguish between different types of activities nor do they adequately consider the unique experiences of under-represented college students. Drawing on…

The study examined the effect of simulation technique and lecture method on students' academicperformance in Mafoni Day Secondary School, Maiduguri. The study used both simulation technique and lecture methods of teaching at the basic level of education in the teaching/learning environment. The study aimed at determining the best predictor among…

Aim/Purpose: Compared studentacademicperformance on specific course requirements in a C# programming course across three instructional approaches: traditional, online, and flipped. Background: Addressed the following research question--When compared to the online and traditional instructional approaches, does the flipped instructional approach…

The purpose of this study was to examine the effectiveness of selected Advanced Placement (AP) programs on the academicperformance and college readiness of high school students. Specifically, the researcher was concerned with ascertaining the effectiveness of social science, math, science, English, music/art and language AP programs on the…

The study investigated the impact of substance abuse on adolescent on academicperformance in colleges of education in Kwara State. The design used for the study was the survey. A sample of 150 adolescent students was randomly selected form selected departments in three colleges of education in the State. A validated instrument, Drug Habit…

Purpose: This paper aims to investigate the impacts of teaching style, English language and communication and assessment methods on the academicperformance of undergraduate business students in introductory quantitative courses such as Statistics for Business 1 and 2, Quantitative Methods for Business, Operations and Production Management and…

Several early studies and subsequent reviews suggested that written emotional disclosure (WED)--writing repeatedly about personal stressful experiences--leads to improved academicperformance of college students. A critical review of available studies casts some doubt on this conclusion, so we conducted three randomized, controlled experiments of…

This study explored the potential of classroom-based meditation practice as a tool to facilitate learning. Moreover, the impact of meditation on cognitive engagement, mindfulness and academicperformance of undergraduate college students was investigated. Additionally, the relationships between mindfulness and cognitive engagement, and between…

This study examined the relationship between the changes of physical fitness across the 3-year spectrum of senior high school study and academicperformance measured by standardized tests in Taiwan. A unique dataset of 149 240 university-bound senior high school students from 2009 to 2011 was constructed by merging two nationwide administrative…

Methods of identifying poor test-related motivation using the Wechsler Adult Intelligence Scale Digit Span subtest are based on identification of performance patterns that are implausible if the test taker is investing full effort. No studies to date, however, have examined the specificity of such measures, particularly when evaluating persons with either known or suspected learning or attention disorders. This study investigated performance of academically challenged students on three measures embedded in the Wechsler Adult Intelligence Scale-III, namely, low Digit Span, high Vocabulary-Digit span (Voc-DS), and low Reliable Digit Span scores. Evaluating subjects believed to be investing full effort in testing, it was found that both Digit Span and Reliable Digit Span had high specificity, although both showed relatively lower sensitivity. In contrast, VOC-DS was especially weak in both sensitivity and specificity, with an apparent false positive rate of 28%. Use of VOC-DS is therefore not appropriate for those with a history of learning or attention problems.

Background: Establishing early healthy eating and physical activity behaviours is critical in supporting children’s long-term health and well-being. The objective of the current paper was to examine the association between health behaviours and academicperformance in elementary school students in a school board in Nova Scotia, Canada. Methods: Our population-based study included students in grades 4–6 across 18 schools in a rural school board. Diet and physical activity were assessed throu...

High attrition among undergraduate Science Technology Engineering and Mathematics (STEM) majors has led national and business leaders in the United States to call for both research and educational reform within the collegiate STEM classrooms. Included among suggestions for reform are ideas to improve retention of first-year students and to improve critical thinking and depth of knowledge, instead of covering large quantities of materials. Past research on graphic organizers suggest these tools assist students in learning information and facilitate conceptual and critical thinking. Despite their widespread use in high school science departments, collegiate humanities departments, and even medical schools, their use is considerably less prevalent in the undergraduate biology classroom. In addition to their lack of use, little research has been conducted on their academic benefits in the collegiate classroom. Based on national calls for improving retention among undergraduate STEM majors and research suggesting that academic success during an individual first major's related course highly determine if that individual will continue on in their intended major, the researcher of this dissertation chose to conduct research on an introductory general biology class. Using both quantitative and qualitative methods, the research in this dissertation examines the effectiveness of graphic organizers in promoting academic success and also examines their influence on student attitudes. This research is grounded in the theories of constructivism and cognitive load theory. Constructivism suggests that individuals must build their knowledge from their personal experiences, while the cognitive load theory recognizes the limited nature of one's working memory and suggests that instructional practices minimize cognitive overload. The results of this dissertation suggest that the use of graphic organizers in an undergraduate general biology classroom can increase students' academic

Students' performance in two semesters of our Cell Biology course was examined for this study. Teaching strategies, behaviors, and pre-course variables were analyzed with respect to students' performance. Pre-semester and post-semester surveys were administered to ascertain students' perceptions about class difficulty, amount of study and effort…

Full Text Available Predicting studentacademicperformance with a high accuracy facilitates admission decisions and enhances educational services at educational institutions. This raises the need to propose a model that predicts studentperformance, based on the results of standardized exams, including university entrance exams, high school graduation exams, and other influential factors. In this study, an approach to the problem based on the artificial neural network (ANN with the two meta-heuristic algorithms inspired by cuckoo birds and their lifestyle, namely, Cuckoo Search (CS and Cuckoo Optimization Algorithm (COA is proposed. In particular, we used previous exam results and other factors, such as the location of the student’s high school and the student’s gender as input variables, and predicted the studentacademicperformance. The standard CS and standard COA were separately utilized to train the feed-forward network for prediction. The algorithms optimized the weights between layers and biases of the neuron network. The simulation results were then discussed and analyzed to investigate the prediction ability of the neural network trained by these two algorithms. The findings demonstrated that both CS and COA have potential in training ANN and ANN-COA obtained slightly better results for predicting studentacademicperformance in this case. It is expected that this work may be used to support student admission procedures and strengthen the service system in educational institutions.

This cross-sectional study aimed to examine the impact of learning management system and WhatsApp application as educational tools on students' academic achievement and attitude. The sample population was the students of six medical colleges of Riyadh, Saudi Arabia attending Medical Pharmacology's semester course in Bachelor of Medicine, Bachelor of Surgery (MBBS) program from September 2016 to January 2017. An exploratory approach was adopted based on a comparison between students exposed to only in-class lectures (Group-N), in-class lectures together with WhatsApp platform to disseminate the lecture slides (Group-W) and students group with in-class lectures facility blended with Learning Management System (LMS) and WhatsApp platform (Group-WL). The students' grades were assessed using unified multiple choice questions at the end of the semester. Data were analyzed using descriptive statistics and Pearson correlation (pachieving the required goals in medical education.

The aim of the present research is to verify the impact of a mindfulness programme on the levels academicperformance, self-concept and anxiety, of a group of students in Year 1 at secondary school. The statistical analyses carried out on the variables studied showed significant differences in favour of the experimental group with regard to the control group in all the variables analysed. In the experimental group we can observe a significant increase of academicperformance as well as an improvement in all the self-concept dimensions, and a significant decrease in anxiety states and traits. The importance and usefulness of mindfulness techniques in the educative system is discussed.

The study examined study habits and academicperformance of secondary school students in Mathematics. A case study of selected secondary schools in Uyo Local Education Council. The main purpose of the study was to investigate the relationship between study habits and academicperformance of secondary school students in Mathematics. To carry out…

Neoliberal reforms in higher education have resulted in corporate managerial practices in universities and a drive for efficiency and productivity in teaching and research. As a result, there has been an intensification of academic work, increased stress for academics and an emphasis on accountability and performativity in universities. This paper…

According to goal orientation theory, achievement goals are defined as the terminal point towards which one's efforts are directed. The four academic achievement goal orientations commonly recognised are mastery, performance approach, performance avoidance and work avoidance. The objective of this study was to understand the goal orientation of second year undergraduate medical students and how this correlates with their academicperformance. The study population consisted of 244 second year Bachelor of Medicine and Bachelor of Surgery (MBBS) students of Melaka Manipal Medical College, Manipal campus, Manipal University, India. Students were categorised as high performers and low performers based on their first year university examination marks. Their goal orientations were assessed through a validated questionnaire developed by Was et al. These components were analysed by independent sample t-test and correlated to their first year university examination marks. Confirmatory component factor analysis extracted four factors, which accounted for 40.8% of the total variance in goal orientation. The performance approach goal orientation alone explained 16.7% of the variance followed by mastery (10.8%), performance avoidance (7.7%) and work avoidance (5.7%). The Cronbach's alpha for 19 items, which contributed to internal consistency of the tool, was observed to be 0.635. A strong positive correlation was shown between performance approach, performance avoidance and work avoidance orientations. Of the four goal orientations, only the mean scores in work avoidance orientation differed for low performers and high performers (5.0 vs. 4.3; P = 0.0003). Work avoidance type of goal orientation among the low performer group may account for their lower performance compared with high performer group. This indicates that academic achievement goal orientation may play a role in the performance of undergraduate medical students.

Social media applications and their use among students have witnessed dramatic increase in the last decade and data on their effect on studentsacademicperformance are inconsistent. The aim of this study was to assess the impact of social media on the academicperformance and grades of second year medical students at the College of Medicine, University of Babylon, Iraq. Second year medical students (n=57) completed online questionnaire about the type of social media they use frequently, time...

Full Text Available Use of e-learning strategies and its relationship on academicperformance of 252 college students in Basic English of UM Digos College (UMDC, Cor Jesu College (CJC, Polytechnic College of Davao del Sur (PCDS, South Philippines Adventist College (SPAC, Southern Philippines Agri-Business and Marine and Aquatic School of Technology (SPAMAST, and Holy Cross of Bansalan College (HCBC is presented. A non-experimental quantitative research design following descriptive and correlation methods was used Results revealed that most of the second year Bachelor of Science in Information Technology female respondents ages 18-20 years old are average in terms of their academicperformance. The overall level of use of e-learning strategies was found to be high. Among of the five indicators of e-learning, only learner-faculty interaction was found to be significantly correlated with academicperformance.

Individuals with a growth mindset believe that all failures are opportunities and that their baseline intelligence and talent can be used for continuous improvement. Individuals with a fixed mindset believe that baseline intelligence and talent cannot be developed. A growth mindset is associated with greater academic success and greater resilience in the face of failure or stress. Second-year veterinary students completed three surveys to determine mindset, perceived levels of stress, and life change score. Of 57 students, 70% had a strong growth mindset or a growth mindset with some fixed ideas. No students had a strong fixed mindset. Mindset was not correlated with GPA or perceived stress level. Colleges of veterinary medicine can assist students by providing resources and training for stress management, including training in how to further develop a growth mindset.